Preservice teachers' culturally responsive teaching self-efficacy-forming experiences: A mixed methods study

Journal of Educational Research

Volumn 104, Issue 5, 2011, Pages 360-369

  Siwatu, Kamau Oginga ^a  

^a TEXAS TECH UNIVERSITY   (United States)

Author keywords

culturally responsive teaching; mixed methods research; teacher education; teacher self efficacy

Indexed keywords

EID: 79961151523     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.2010.487081     Document Type: Review

References (31)

1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
3. Costa, J., McPhail, G., Smith, J., & Brisk, M. E. (2005). Faculty first: The challenge of infusing the teacher education curriculum with scholarship on English language learners. Journal of Teacher Education, 56, 104-118. (Pubitemid 40317728)
4. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
5. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York, NY: New Press.
6. Foster, M. (1994). Effective black teachers: A literature review. In E. R. Hollins, J. E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 225-241). Albany: State University of New York Press.
7. Gallego, M. A. (2001). Is experience the best teacher? The potential of coupling classroom experience and community-based field experiences. Journal of Teacher Education, 52, 312-325.
8. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
9. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
10. Irvine, J. J. (1990). Black students and school failure. New York, NY: Greenwood Press.
11. Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York, NY: Teachers College Press.
12. Iyankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18, 3-20.
13. Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341-359. (Pubitemid 38561967)
14. Ladson-Billings, G. (1994). The dreamkeepers: Successful teaching for African-American students. San Francisco, CA: Jossey-Bass.
15. Ladson-Billings, G. (2000a). Culturally relevant pedagogy in African-centered schools: Possibilities for progressive educational reform. In D. S. Pollard & C. S. Ajirotutu (Eds.), African-centered schooling in theory and practice (pp. 187-198). Westport, CT: Bergin and Garvey.
16. Ladson-Billings, G. (2000b). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51, 206-214.
17. Lee, G. H. (2002). The development of teacher efficacy beliefs: A case study of an African American middle school teacher. In J. J. Irvine (Ed.), In search for wholeness: African American teachers and their culturally specific classroom practices (pp. 67-85). New York, NY: Palgrave.
18. Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or to much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57, 351-358. (Pubitemid 44259892)
19. Milner, H. R. (2006). The promise of Black teachers' success with Black students. Educational Foundations, 20(3-4), 89-104.
20. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
21. Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 49-74). Greenwich, CT: JAI Press.
22. Schunk, D. H. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 137-159). New York, NY: Guilford Press.
23. Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16, 153-176. (Pubitemid 39015238)
24. Siwatu, K. O. (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086-1101.
25. Siwatu, K. O. (2009). Designing self-efficacy building interventions in the preparation of culturally responsive teachers. InR. Milner (Ed.), Diversity and education: Teachers, teaching, and teacher education (pp. 119-131). Springfield, IL: Charles C. Thomas Publishers.
26. Taylor, S. V., & Sobel, D. M. (2001). Addressing the discontinuity of students' and teachers' diversity: A preliminary study of preservice teachers' beliefs and perceived skills. Teaching and Teacher Education, 17, 487-503.
27. Teddlie, C.,&Tashakkori,A.(2009).Foundations of mixed methods research: Integrating, quantitative, qualitative, approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.
28. Torok, C. E., & Aguilar, T. E. (2000). Changes in preservice teachers' knowledge and beliefs about language issues. Equity and Excellence in Education, 33(2), 24-31.
29. Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
30. Tschannen-Moran, M., Woolfolk Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
31. Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany: State University of New York Press.