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

Flores, Belinda Bustos; Clark, Ellen Riojas

doi:10.1177/0739986303262605

Cited by 27 publications

(21 citation statements)

References 52 publications

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“…The findings suggest that personality types such as intrapersonal intelligence, criticalthinking dispositions, and a judicial thinking style results in a more reliable outcome in reflective teaching and mastery performance (which is selfefficacy). Moreover, the study of Flores and Clark (2004) found that personality (character), interests, occupational activity, interpersonal style, and moral worth using multivariate regression analysis showed an effect on teacher efficacy. Even studies that investigated the effect of teaching efficacy alone on performance recognized the need to see what propels teaching efficacy such as the study of Onafowora (2005) where she recommends that further investigation on novice teachers' "self" confidence at different times and to note consistency patterns, or growth as it relates to teacher-efficacy attributes.…”

Section: Relationship Of Teaching Efficacy and Personal Characteristicsmentioning

confidence: 99%

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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The study tested two models on the interaction of teacher variables using Structural Equations Modeling (SEM). In the first model, the effect of teacher's personality characteristics and teaching efficacy on teacher's performance and effective teaching was tested. In the second model, the effects of learner-centered practices on teacher's performance, effective teaching, and teaching efficacy were included. 296 teachers from a community college were assessed by their students on their teaching performance using the Student Instructional Report (SIR), the Effective Teaching Inventory (ETI), and the Learner-centered Practices Questionnaire which were devised by the researchers. On the other hand, the teachers assessed themselves using Osgood's Personality Characteristics Scale and the Teacher Efficacy Inventory by Gibson and Dembo (1984). In the SEM analysis, the two models did not change on their measures of goodness of fit with a RMSEA of .045 indicating that both models have a rather good fit. It was found that the teachers practicing learner-centered approaches use their self-efficacy in order to be effective in teaching, but it was also found that being effective does not result in high teaching performance ratings. The use of learner-centered practices is seen as effective but does not warrant having high ratings based on student assessment. A teacher's general performance in teaching is influenced by various internal and external factors. These different teaching factors are measured and assessed in order to come up with indicators of successful teaching that would effectively regulate students' learning and serve as success indicators for a school. Various studies have proposed different criteria on how to assess teaching performance and they differ according to different schools' specific objectives. However, in explaining teaching performance, there are important common factors that need to be considered. Teacher performance is influenced by the teachers' personality characteristics (

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Section: Relationship Of Teaching Efficacy and Personal Characteristicsmentioning

confidence: 99%

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

Magno¹,

Sembrano²

2008

Asia-Pac.Educ.Res.

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“…It has also been reported that minority pre-service teachers' self-concept including ethnic identity positively affected their teaching efficacy (Flores & Clark, 2004). Therefore, it is crucial to develop an understanding of the psychological constructs of teaching efficacy, acculturation and ethnic identity of minority teachers who are serving ELL students, and to examine differences in these aspects as a result of teaching experience, route to certification, and program taught.…”

Section: Rationale Of This Studymentioning

confidence: 99%

“…As Latinos undergo an acculturation process during their college preparation program, the socialization into the teaching profession also has an influence on their ethnic identity (Flores & Clark, 2004). Scholars have noted the importance of ethnic identity for teachers (Flores & Clark, 2004;Flores, 2001;Villegas & Lucas, 2002). For instance, Flores (2001) suggested that teacher candidates should have an ethnic consciousness and become connected with ethnic membership issues.…”

Section: Ethnic Identitymentioning

confidence: 99%

“…Scholars have noted that psychocultural factors such as acculturation and ethnic identity influence how teachers interact with students (Flores & Clark, 2004). For Latinos teachers who are often the first in their family to go to college, acculturation and ethnic identity issues are often challenged during their college years (Castillo et al, 2006a;Castillo, Conoley, & Brossart, 2004).…”

Section: Acculturationmentioning

confidence: 99%

“…Ethnic identity is defined as one's self-identification as part of an ethnic group, or subgroup claiming common ancestry and sharing a variety of cultural elements (Phinney, 2003). As Latinos undergo an acculturation process during their college preparation program, the socialization into the teaching profession also has an influence on their ethnic identity (Flores & Clark, 2004). Scholars have noted the importance of ethnic identity for teachers (Flores & Clark, 2004;Flores, 2001;Villegas & Lucas, 2002).…”

Section: Ethnic Identitymentioning

confidence: 99%

See 2 more Smart Citations

A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-service Teachers

Tong

Castillo²,

Pérez³

2010

IES

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This study examined psychological constructs of acculturation, ethnic identity, and teaching efficacy among 89 Latino in-service teachers serving minority students. Results showed significant differences in these constructs in relation to certification, program taught, and years of teaching. First, bilingual teachers were less likely to be assimilated to White-American culture compared to traditionally/alternatively prepared ESL teachers. Second, traditionally certified ESL teachers were more efficacious in controlling disruptive behavior than alternatively prepared ESL teachers. Finally, higher acculturated teachers were associated with university route and ESL program while low acculturation individuals were more likely to hold alternative certification and teach in bilingual program. Educational implications were discussed.

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Teaching Multilingual Learners in Rural Communities: Negotiating Ethics of Teacher Identity

Li,

Jiang,

Sun

et al. 2024

TESOL Quarterly

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Immigration, economic, and demographic changes have brought about rich cultural and linguistic diversity in rural communities. With rural schools receiving increasing numbers of multilingual learners, providing equitable educational opportunities for multilingual learners in rural schools is a pressing issue facing educators and scholars today. However, there is limited research on how to best prepare teachers and educators to meet multilingual learners' linguistic, academic, and socioemotional needs. Drawing from a Foucauldian perspective on ethics and teacher identity, this narrative inquiry study presents data from interviews and observations with one rural teacher and ethnographic observations in a rural school in southeastern United States. Findings reveal that the teacher engaged in culturally sustaining practices for multilingual learners, defied established educational policies and prescribed community norms to advocate for multilingual students and families, and achieved ethical self‐formation to meet the telos, or end goals, of her teacher identity. The compelling stories from one rural teacher in this study shed light on the status quo of rural multilingual learner education and offer implications for teachers, education leaders, and teacher educators to positively influence the educative experiences of rural multilingual learners and promote educational equity in rural schools.

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

Cited by 27 publications

References 52 publications

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

The Role of Teacher Efficacy and Characteristics on Teaching Effectiveness, Performance, and Use of Learner-Centered Practices

A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-service Teachers

Teaching Multilingual Learners in Rural Communities: Negotiating Ethics of Teacher Identity

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