教师多元文化自我效能感的跨国研究：教师初始教育和专业发展中的多元文化教育能否发挥作用？

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-09-17 DOI:10.1177/00131245241278673

Qin Mou, Hakan Dursun, Orhan Agirdag

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引用次数: 0

摘要

随着学生群体的文化日益多元化，教师在教学实践中培养更强的自我效能感势在必行。为了更清晰地了解师范教育与多元文化自我效能感之间的关联，我们对 TALIS 2018 的数据进行了多层次建模分析。我们的研究显示，教师的一般自我效能感与多元文化自我效能感之间存在很强的相关性，同时也凸显了这两个建构之间的显著差异。我们还发现，在初始教师教育和专业发展期间接受过多元文化教育的教师表现出更高水平的多元文化自我效能感。然而，初始教师教育和专业发展的影响相对较小。本文讨论了教师培训和政策制定以及未来研究的实际意义。

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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A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?

As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.