Exploring the Relationship between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High-Needs Schools

Autor/inn/en	Moseley, Christine; Bilica, Kimberly; Wandless, Ana; Gdovin, Ralph
Titel	Exploring the Relationship between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High-Needs Schools
Quelle	In: School Science and Mathematics, 114 (2014) 7, S.315-325 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12087
Schlagwörter	Qualitative Research; Case Studies; Teacher Effectiveness; Beginning Teachers; Science Teachers; Urban Schools; Minority Group Students; Disadvantaged Schools; Teacher Student Relationship; Cultural Influences; Teacher Attitudes; Focus Groups; Reports; Observation; Supervisors; Self Efficacy; Correlation + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Lehrerverhalten; Abschlussbericht; Berichten; Beobachtung; Self-efficacy; Selbstwirksamkeit; Korrelation
Abstract	This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high-needs, high-minority urban schools. One major theme--the importance of establishing positive teacher-student relationships--surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university-based field supervisors' observations during the teachers' first year, and (c) teachers' self-reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high-quality science teachers in high-needs schools. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10