Search results for: Chang Young Mi

The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.