Efficacy-Forming Experiences: Contributing Factors to the Development of Teacher Self-Efficacy in Culturally and Linguistically Responsive Practices

Autor/in	Bagwell, Dawn
Titel	Efficacy-Forming Experiences: Contributing Factors to the Development of Teacher Self-Efficacy in Culturally and Linguistically Responsive Practices
Quelle	(2023), (221 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2765-9
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; School Districts; Cultural Differences; English Language Learners; Teacher Education Programs; Knowledge Base for Teaching; Teacher Attitudes; Faculty Development; Mastery Learning; Persuasive Discourse; Case Studies; Teacher Effectiveness; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; School district; Schulbezirk; Kultureller Unterschied; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	To address educators' sense of unpreparedness to support the growing number of culturally and linguistically diverse students enrolled in schools across the U.S., I examined the professional learning experiences of four educators who participated in a state-wide, online professional development opportunity. I employed a longitudinal case study design to identify specific experiences that contributed to teacher self-efficacy (TSE) in culturally and linguistically responsive practices (CLRP). Centering on four efficacy-forming experiences (EFEs) -- knowledge development, mastery experiences, vicarious experiences, and verbal persuasion (Bandura, 1977; Siwatu, 2011), this study highlighted three key aspects of TSE in CLRP including the importance of learning collaboratively with educators from other school districts, the interconnectedness of EFEs, and the potential of collective efficacy. Findings demonstrated that EFEs did not function in isolation. It was not one experience but rather multiple experiences of varying types that contributed to a gradual evolution that led to the case study participants expressing a greater sense of preparedness to support CLD students and their families. The findings of this study offer direct implications for educators and PD facilitators engaged in professional learning to enhance TSE in CLRP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01