Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator
Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator
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美国的自我效能感和多元文化教师教育：影响谁认为自己有资格成为多元文化教师教育者的因素
DOI：
10.1080/15210960.2012.725332
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发表时间：
2012
影响因子：
0.6
通讯作者：
A. Reiter
中科院分区：
文献类型：
--
作者：
Paul C. Gorski;S. Davis;A. Reiter
在美国，越来越多的学者关注教师从职业培训到课堂实践中所携带的“多元文化”倾向、意识形态和态度。然而，很少有人注意到的处置，意识形态和态度的多元文化教师教育者，那些负责准备教师教多元文化。这种学术空白限制了对这一准备如何以及由谁发生的理解。本研究的目的，借鉴学术效能在教育环境中的作用，是填补这一空白的一部分，通过检查的经验，在美国的多元文化教师教育者来感到有资格教多元文化教师教育课程。结果表明，白色和“其他种族”的参与者比非洲裔美国人的参与者和异性恋参与者比他们的女同性恋，男同性恋，双性恋，或质疑同行更高的效率。同样，在参加专业会议、其他专业发展机会或参加专业协会与效能水平之间也没有发现相关性。多元文化教师教育的准备和支持的影响进行了讨论。
A growing body of scholarship in the United States focuses on the “multicultural” dispositions, ideologies, and attitudes that teachers carry from preservice training into classroom practice. However, little attention has been paid to the dispositions, ideologies, and attitudes of multicultural teacher educators—those tasked with preparing teachers to teach multiculturally. This scholarly gap limits understandings of how and by whom this preparation is happening. The purpose of this study, drawing on scholarship about the role of efficacy in educational environments, was to fill part of that void by examining the experiences by which multicultural teacher educators in the United States come to feel qualified to teach multicultural teacher education courses. Results suggested higher efficacy among White and “other race” participants than African American participants and higher efficacy among heterosexual participants than their lesbian, gay, bisexual, or questioning counterparts. No significant differences across gender or other identities were found. Similarly, no correlation was found between participation in professional conferences, other professional development opportunities, or participation in professional associations and level of efficacy. Implications for the preparation and support of multicultural teacher educators are discussed.