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Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers
| Content Provider | SAGE Publishing |
|---|---|
| Author | Mahali, Saghar Chahar Sevigny, Phillip R. |
| Copyright Year | 2021 |
| Abstract | Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed. |
| Related Links | https://journals.sagepub.com/doi/pdf/10.1177/00131245211062526?download=true |
| Starting Page | 946 |
| Ending Page | 968 |
| Page Count | 23 |
| ISSN | 00131245 |
| Issue Number | 8 |
| Volume Number | 54 |
| Journal | Education and Urban Society (EUS) |
| e-ISSN | 15523535 |
| DOI | 10.1177/00131245211062526 |
| Language | English |
| Publisher | Sage Publications CA |
| Publisher Date | 2021-12-15 |
| Publisher Place | Los Angeles |
| Access Restriction | Open |
| Rights Holder | © The Author(s) 2021 |
| Subject Keyword | preservice teachers cross-cultural experience culturally responsive teaching self-efficacy burnout |
| Content Type | Text |
| Resource Type | Article |
| Subject | Urban Studies Education |
