International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Siwatu Kaman Oginga
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3 items
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This study examined the influence that school contextual factors have on American preservice teachers’ sense of preparedness to teach and culturally responsive teaching self-efficacy appraisals. The results indicate that preservice teachers’ culturally responsive teaching self-efficacy beliefs were significantly higher when these appraisals were made in a suburban school context rather than an urban school context. Furthermore, preservice teachers’ culturally responsive teaching self-efficacy beliefs were not stable but varied as a result of the context in which the appraisals were made.
Published: 2011
Updated: Nov. 30, 2011
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Two culturally responsive scales, Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale, written by author—were developed and administered to a sample of preservice teachers in the Midwest. Findings suggest preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. The preservice teachers were the lowest in letting their student maintain their native tongue to keep their cultural identity.
Published: 2007
Updated: Jun. 19, 2008
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The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Published: 2007
Updated: Dec. 11, 2007