Culture, Efficacy, and Outcome Expectancy in Teacher Preparation;How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?

Researchers agree that teachers\u27 attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976 Hoy & Spero, 2005 Szabo & Mokhtari, 2004 Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students\u27 learning and achievement despite environmental conditions (Armor et al., 1976 Ashton & Webb, 1986 Gibson & Dembo, 1984) and 2) assume accountability for student learning (Gibson & Dembo, 1984 Ross, 1998 Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006 Friedman, 2004 Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns\u27 negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004 Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009 Garcia, 2004 Milner, 2005 Santoro & Allard, 2005 Tucker et al., 2005 Siwatu, 2007 Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education progra

Culture, Efficacy, and Outcome Expectancy in Teacher Preparation;How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?

Researchers agree that teachers\u27 attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976 Hoy & Spero, 2005 Szabo & Mokhtari, 2004 Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students\u27 learning and achievement despite environmental conditions (Armor et al., 1976 Ashton & Webb, 1986 Gibson & Dembo, 1984) and 2) assume accountability for student learning (Gibson & Dembo, 1984 Ross, 1998 Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006 Friedman, 2004 Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns\u27 negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004 Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009 Garcia, 2004 Milner, 2005 Santoro & Allard, 2005 Tucker et al., 2005 Siwatu, 2007 Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education progra

A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education

The article describes multicultural reform projects at an urban college of education including analyses of student\u27s descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author\u27s assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized

Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?

Researchers agree that teachers\u27 attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976 Hoy & Spero, 2005 Szabo & Mokhtari, 2004 Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students\u27 learning and achievement despite environmental conditions (Armor et al., 1976 Ashton & Webb, 1986 Gibson & Dembo, 1984) and 2) assume accountability for student learning (Gibson & Dembo, 1984 Ross, 1998 Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006 Friedman, 2004 Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns\u27 negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004 Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009 Garcia, 2004 Milner, 2005 Santoro & Allard, 2005 Tucker et al., 2005 Siwatu, 2007 Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education progra

A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education

The article describes multicultural reform projects at an urban college of education including analyses of student\u27s descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author\u27s assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized