Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2022-08-18 DOI:10.1080/10476210.2022.2104832

Kira J. Carbonneau, Yuliya Ardasheva, Lindsay K. Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison, Stephen J. Morrison

引用次数: 2

Abstract

ABSTRACT As the number of culturally and linguistically diverse (CLD) students increases, teachers need to leverage their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically relevant pedagogy (CLRP). We then explore the relative contributions of teachers’ self-efficacy to enact CLRP. The results suggest that CLRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, and teachers’ teaching and assessment of CLD students.

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走出课堂:职前和在职教师在与文化和语言不同的学生一起工作时的自我效能感

随着文化和语言多样性(CLD)学生数量的增加，教师需要利用他们的专业能力在教学中做出反应和包容。然而，许多教师对有效地与CLD学生合作感到措手不及。在我们的研究中，我们提供了一个自我效能量表的证据来衡量教师对制定文化和语言相关教学法(CLRP)的信心。然后探讨教师自我效能感对CLRP实施的相对贡献。结果表明，CLRP自我效能正向预测教师对家庭和社区的倡导和参与，以及教师对CLD学生的教学和评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.