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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
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
FullText Links:
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  Data: Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Studies+Education+Research%22"><i>Journal of Social Studies Education Research</i></searchLink>. 2021 12(2):54-77.
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  Data: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 54
    Subjects:
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Gender Differences
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Teaching and Learning International Survey (NCES)
        Type: general
    Titles:
      – TitleFull: Renewed Purposes for Social Studies Teacher Preparation: An Analysis of Teacher Self-Efficacy and Initial Teacher Education
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            NameFull: Calkins, Leona
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            NameFull: Yoder, Paul J.
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