| Title: |
Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education |
| Language: |
English |
| Authors: |
Calkins, Leona; Yoder, Paul J.; Wiens, Peter |
| Source: |
Journal of Social Studies Education Research. 2021 12(2):54-77. |
| Availability: |
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Social Studies; Self Efficacy; Secondary School Teachers; Preservice Teacher Education; Correlation; Culturally Relevant Education; Multicultural Education; Multilingualism; Student Diversity; Gender Differences; Teaching Experience; Learner Engagement; Instructional Effectiveness; Classroom Techniques; Teacher Surveys |
| Assessment and Survey Identifiers: |
Teaching and Learning International Survey (NCES) |
| ISSN: |
1309-9108 |
| Abstract: |
Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers' initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that U.S. social studies teachers have attended; however, over one quarter of participants reported no training in teaching in a multilingual or multicultural setting during their ITE. Social studies teachers were more self-efficacious about instruction and classroom management than they were about student engagement and teaching in multicultural classrooms. All components of self-efficacy were significantly correlated with each other; however, student engagement, instruction, and classroom management are more highly correlated than self-efficacy in multicultural classrooms. Regression analyses revealed an association between ITE and self-efficacy; all four components of self-efficacy were significantly associated with the predictor variables. Recommendations for practice and future research are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1306945 |
| Database: |
ERIC |