Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

“…Additionally, positive self-efficacy beliefs have been noted to increase the kinds of behaviours that promote success in academic settings (Kerpelman, Eryigit, & Stephens, 2008). For example, students are more likely to engage in productive work habits, have positive performance expectations, and utilise more effective problem solving strategies (Siwatu, 2009(Siwatu, , 2011. The positive behavioural outcomes associated with self-efficacy beliefs could indicate that culturally responsive teaching may have greater academic benefits than just increasing academic outcomes alone.…”

“…The core of culturally responsive teaching is utilising a pedagogy that is inclusive of the students' culture in order to demonstrate utility of the content and to improve academic success. Despite the plethora of research devoted to culturally responsive teaching and its success in increasing academic performance, little research has been devoted to explain how exposure to culturally responsive teaching influences students' academic self-efficacy, or the belief in their ability to successfully meet the demands of a given task (Siwatu, 2009(Siwatu, , 2011. Hoy, Tarter, and Woolfolk Hoy (2006) believe that if a person's cultural background is infused into the curriculum, it can heavily influence academic performance.…”

Developing Culturally Competent Teachers: An International Student Teaching Field Experience

“…The challenge of supporting promoting meaningful recognition and reflection upon issues of culture, social class, and poverty. A key implication from a recent study by Siwatu (2011) calls for efficacy-building activities in the discussed in this study, organizational commitment promoting cultural competency skills acquisition must be integrated early into a teacher education program curriculum and extend a meaningful capstone application d 2 below. This study demonstrates that a comprehensive restructuring of teacher education which embeds cultural competency skills training throughout a mul from a concurrent embedding of international field experience have a unique opportunity to accelerate their professional development as they transform from student to s professional.…”

“…The United States National Board for Professional Teaching Standards, for example, has drawn attention to the critical importance of arming teachers with the necessary pedagogical skills to meet the globally shifting demands resulting from the increasing cultural diversity of students (Hamsa, 1998). In support of improving teacher preparation programs to this end, Gay (2002) has shown that, "explicit knowledge about cultural diversity is imperative to meeting the educational needs of ethnically diverse students" (p.107) while in a recent study Siwatu (2011) has called for "incorporate [ing] self-efficacy-building activities in the preparation of culturally responsive teachers" (p.368). Despite studies such as these, understanding how to make effective changes to programs specifically addressing cross cultural effects, and to promote application of new skillsets learned, continues to present a challenge for most teacher education programs (Siwatu, 2007;Sleeter, 2001;Villegas & Lucas, 2002).…”

“…Although the acquisition of cultural competency skills continues to be the focus of many teacher education programs, a contention of this study is that practices must shift to include the application of skills within the classroom ensuring that all students benefit from This study extends the discussion of student teacher preparation beyond the traditional methods of teacher education coursework and field-based classroom experiences in local school supporting cultural competency skills acquisition becomes one of promoting meaningful recognition and reflection upon issues of culture, social class, and poverty. A key implication from a recent study by Siwatu (2011) calls for "incorporate [ing] self building activities in the preparation of culturally responsive teachers" (p.368). discussed in this study, organizational commitment promoting cultural competency skills acquisition must be integrated early into a teacher education program curriculum and extend application during the delivery of the study-abroad experience This study demonstrates that a comprehensive restructuring of teacher education which embeds cultural competency skills training throughout a multiyear program would also benefit from a concurrent embedding of directed scaffolding.…”