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首页> 外文期刊>Multicultural perspectives >Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator
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Self-Efficacy and Multicultural Teacher Education in the United States: The Factors That Influence Who Feels Qualified to be a Multicultural Teacher Educator

机译：美国的自我效能感和多元文化师范教育：影响有资格成为多元文化师范教育者的因素

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摘要

A growing body of scholarship in the United States focuses on the "multicultural" dispositions, ideologies, and attitudes that teachers carry from pre-service training into classroom practice. However, little attention has been paid to the dispositions, ideologies, and attitudes of multicultural teacher educators-those tasked with preparing teachers to teach multiculturally. This scholarly gap limits understandings of how and by whom this preparation is happening. The purpose of this study, drawing on scholarship about the role of efficacy in educational environments, was to fill part of that void by examining the experiences by which multicultural teacher educators in the United States come to feel qualified to teach multicultural teacher education courses. Results suggested higher efficacy among White and "other race " participants than African American participants and higher efficacy among heterosexual participants than their lesbian, gay, bisexual, or questioning counterparts. No significant differences across gender or other identities were found. Similarly, no correlation was found between participation in professional conferences, other professional development opportunities, or participation in professional associations and level of efficacy. Implications for the preparation and support of multicultural teacher educators are discussed.
机译：在美国，越来越多的学者关注的是教师从职前培训到课堂实践的“多元文化”倾向，意识形态和态度。但是，对于多元文化的教师教育者的性格，意识形态和态度却很少关注，这些人的任务是准备教师进行多元文化的教学。这种学术上的差距限制了对这种准备工作的方式和对象的理解。这项研究的目的是利用有关功效在教育环境中作用的学术研究，目的是通过考察美国的多元文化教师教育者变得有资格教授多元文化教师教育课程的经验来填补这一空白。结果表明，白人和“其他种族”参与者的效率高于非裔美国人参与者，异性参与者的效率高于女同性恋，男同性恋，双性恋或有问题的同伴。没有发现性别或其他身份的显着差异。同样，在参加专业会议，其他专业发展机会或参加专业协会与功效水平之间也没有发现相关性。讨论了对多元文化教师教育者的准备和支持的意义。

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