Pre-Service Teachers' International Study Experiences or In-Service Teachers' Professional Learning Communities: What Comes into Play in Finnish Teachers' Self-Efficacy in Multicultural Classrooms?

Autor/inn/en	Mo, Youngmin; Appel, Margie; Kim, Jin Won; Lee, Moosung
Titel	Pre-Service Teachers' International Study Experiences or In-Service Teachers' Professional Learning Communities: What Comes into Play in Finnish Teachers' Self-Efficacy in Multicultural Classrooms?
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 7, S.602-624 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Appel, Margie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1983535
Schlagwörter	Study Abroad; Student Experience; Communities of Practice; Inservice Teacher Education; Foreign Countries; Self Efficacy; Multicultural Education; Culturally Relevant Education; Administrator Surveys; Teacher Surveys; Preservice Teacher Education; Secondary School Teachers; Finland; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Studienerfahrung; Community; Lehrerfortbildung; Ausland; Self-efficacy; Selbstwirksamkeit; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Finnland
Abstract	Across many countries, schools and classrooms are becoming culturally diverse. In response to this global trend, culturally responsive teaching (CRT) has been highlighted. Within this context, we have a two-fold goal in this study; to explore 1) whether and how pre-service teachers' international study experiences can impact their self-efficacy in multicultural classrooms when becoming practicing teachers and 2) whether and how in-service teachers' engagements in professional learning communities (PLC) can improve their self-efficacy in multicultural classrooms. Drawing on 2,714 Finnish teachers from 139 schools in the Teaching and Learning International Survey (TALIS) 2018, we found a positive relationship between teachers' study abroad experiences during their pre-service teacher education and their self-efficacy in multicultural classrooms. However, this significant result is not maintained with the addition of important variables. In contradistinction with this vanishing effect of teachers' study abroad experiences, we found that teachers' engagements in PLCs play a significant role in their self-efficacy in multicultural classrooms. We discuss implications of the contrasting findings for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01