Literaturnachweis - Detailanzeige
| Autor/inn/en | Comstock, Meghan; Litke, Erica; Hill, Kirsten Lee; Desimone, Laura M. |
|---|---|
| Titel | A Culturally Responsive Disposition: How Professional Learning and Teachers' Beliefs about and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction |
| Quelle | 9 (2023) 1, (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Comstock, Meghan) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Culturally Relevant Education; Faculty Development; Teacher Attitudes; Self Efficacy; Secondary School Teachers; Cultural Awareness; Cultural Pluralism; Attitude Change; Teaching Methods |
| Abstract | Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers' beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching--suggesting that CR teaching self-efficacy may drive changes in CR teaching. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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