A Critical Examination of Normalistas' Self-Conceptualization and Teacher-Efficacy

Autor/inn/en	Flores, Belinda Bustos; Clark, Ellen Riojas
Titel	A Critical Examination of Normalistas' Self-Conceptualization and Teacher-Efficacy
Quelle	In: Hispanic Journal of Behavioral Sciences, 26 (2004) 2, S.230-257 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986303262605
Schlagwörter	Educational Needs; Teacher Effectiveness; Language Minorities; Ethnicity; Bilingual Teachers; Mexicans; Self Efficacy; Self Concept; Teacher Education; Personality; Employment; Moral Values + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachminderheit; Ethnizität; Mexikaner; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Lehrerausbildung; Lehrerbildung; Personalität; Dienstverhältnis; Moral value; Ethischer Wert
Abstract	Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers ("normalistas") were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas' ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization factors were identified: personality ("caracter"), interests, occupational activity, interpersonal style, and moral worth. The multivariate regression analysis of self-concept and teacher efficacy constructs showed that the participants' view of self, specifically character, and moral worth may affect their teacher efficacy (p [is less than] .05). Researchers suggest that teacher preparation programs focus on the development and enhancement of normalistas' sociopolitical awareness to ensure understanding of U.S. language minority students' educational needs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10