Practice what they preach? : how pre-service teachers’ self-efficacy in culturally relevant teaching practices aligns with their perceptions of diversity

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Frayman, F., Gilson, C. M., Glass, T. S., & FitzPatrick, E. (2021). Practice what they preach? : how pre-service teachers’ self-efficacy in culturally relevant teaching practices aligns with their perceptions of diversity. University Of North Carolina At Charlotte Undergraduate Research Journal. https://doi.org/doi:10.55370/urj.v1i1.1310
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Description

In this qualitative content analysis, we addressed the following research questions: (a) How do pre-service teachers perceive their self-efficacy in creating and enacting culturally relevant curriculum and a culturally inclusive classroom environment? (b) How do pre-service teachers’ perceptions of race and diversity align with their perceptions of self-efficacy to engage culturally relevant teaching practices? Both participants indicated the importance of the teacher education institution in influencing their self-efficacy in teaching culturally responsive curriculum. Results indicate that participants saw value in building rapport, embracing diversity, and sharing life experiences.

Details
Title

Practice what they preach? : how pre-service teachers’ self-efficacy in culturally relevant teaching practices aligns with their perceptions of diversity

Author(s)

Frayman, Faith
Gilson, Cindy M.
Glass, Tehia Starker
FitzPatrick, Erin

UNC Charlotte Affiliate Type

Undergraduate

Extent

1 online resource

Date Published

2021

Material Type

Journal article

Genre

articles

Resource Type

text

Abstract

In this qualitative content analysis, we addressed the following research questions: (a) How do pre-service teachers perceive their self-efficacy in creating and enacting culturally relevant curriculum and a culturally inclusive classroom environment? (b) How do pre-service teachers’ perceptions of race and diversity align with their perceptions of self-efficacy to engage culturally relevant teaching practices? Both participants indicated the importance of the teacher education institution in influencing their self-efficacy in teaching culturally responsive curriculum. Results indicate that participants saw value in building rapport, embracing diversity, and sharing life experiences.

Subjects--Topics

Culturally relevant pedagogy
Self-efficacy
Teachers

Is Part Of

University of North Carolina at Charlotte undergraduate research journal

Volume

Vol. 1, no. 1

Language

English

Published Version (Please cite this version)

doi:10.55370/urj.v1i1.1310

Publisher's Version

https://journals.charlotte.edu/urj/issue/view/106

Permalink

http://hdl.handle.net/20.500.13093/work:300

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