ABSTRACT With an increasingly diverse student population in the US and worldwide, it is imperative that teachers feel efficacious about their ability to teach children to read who are culturally and linguistically diverse from their teacher. This longitudinal study examined the developing self-efficacy beliefs as teachers (N = 127) moved from the preservice stage and then again after the same individuals had finished a year of teaching. Results indicated there was a decrease in self-efficacy for teaching reading and issues of diversity at the end of the teacher education program compared to first-year teachers. Findings also denoted that one program produced significantly higher scores at the preservice stage, but after a year of teaching, these differences disappeared. Recommendations for increasing teacher self-efficacy at both the preservice and novice teacher stage are provided in an effort to better support teachers in meeting literacy needs of all students regardless of their race or ethnicity.

中文翻译：

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检查教师自我效能感信念的发展，以教授阅读并参与小学的多元化问题

摘要随着美国和世界范围内学生人数的日益增加，当务之急是让教师对他们教育孩子阅读与他们的文化和语言不同的孩子的能力感到有效。这项纵向研究考察了逐渐发展的自我效能感信念，因为教师（N = 127）从职前阶段离开，然后在同一个人完成一年的教学后再次出现。结果表明，与一年级教师相比，在教师教育计划结束时，阅读教学的自我效能和多样性问题有所下降。研究结果还表明，一个程序在职前阶段的成绩明显更高，但是经过一年的教学，这些差异消失了。