Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education
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| Title: | Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education |
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| 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 |
| 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. |
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| ISSN: | 1309-9108 |
