Teacher Candidates' Culturally Responsive Teaching Self-Efficacy and Attributional Development: A Multi-Methods Study
Citation (APA 7th): Greenlees, L. O., Lara, D. N., Carrizales, D., & Beach W. (2024). Teacher candidates’ culturally responsive teaching self-efficacy and attributional development: A multi-methods study. The Teacher Educators’ Journal, 17, 126-152. https://doi.org/10.66196/SCKH2752
Linnie O. Greenlees
Texas Tech University
Denise N. Lara
Texas A&M University Corpus Christi
Delia Carrizales
Texas Tech University
Whitney Beach
Texas Tech University
Abstract
The need for educators to utilize culturally responsive pedagogy to support culturally and linguistically diverse (CLD) student populations is critical. This research examines the formation of teacher candidates’ culturally responsive teaching self-efficacy (CRTSE) and attributional beliefs for teaching CLD learners. Findings inform existing research on teachers’ CRTSE beliefs and attributional development as we identify areas for improving educator preparation programs (EPP) and discuss recommendations for transformative institutional change aligned with the Association of Teacher Educators (ATE) teaching standards, which support the need for EPPs to develop teacher candidates’ capacity to create inclusive learning opportunities for culturally, socially, and linguistically diverse students. This research also contributes to this professional literature by examining the formation of teacher candidates’ CRTSE and attributional beliefs for teaching CLD learners and identifies areas of improvement regarding social justice principles and the application of cultural competence in EPP coursework and practicum experiences.
