ABSTRACT

There has long existed the argument that science teachers' self-efficacy directly correlates with instruction. Regarding self-efficacy for culturally responsive instruction (CRI), a promising equitable education approach, it is posited that lack of CRI exposure in coursework contributes to low self-efficacy and poor implementation. Yet, research has illuminated instances in which self-efficacy does not relate to performance, thus leading to uncertainty about the importance of cultivating teachers' self-efficacy for CRI. This explanatory sequential mixed methods study compared longitudinal data of 19 US secondary science teachers' self-efficacy for CRI with observed practices. Participants completed a graduate-level induction programme on culturally responsive and reflective science instruction at time of study. Data were collected in the form of self-assessments, video recordings of classroom practices, and semi-structured interviews. Results showed science teachers' self-efficacy for CRI was high and remained stable throughout the programme. When comparing CRI self-efficacy to observed instruction, science teachers scored themselves higher than did researchers. This discordance was significant and did not resolve during the programme, except sociopolitical consciousness-raising instruction. Interviews were explored to determine potential sources of discordance. These included forcible disincentives and misjudgment of CRI capability as being inconsequential. Implications for culturally responsive science teacher preparation are discussed.

摘要

长期以来，科学教师的自我效能感与教学直接相关的论点一直存在。关于文化响应式教学 (CRI) 的自我效能感，这是一种有前途的公平教育方法，据推测，课程作业中缺乏 CRI 暴露会导致自我效能感低和实施不力。然而，研究已经阐明了自我效能与表现无关的例子，从而导致对培养教师自我效能对 CRI 的重要性的不确定性。这项解释性顺序混合方法研究将 19 名美国中学科学教师的 CRI 自我效能的纵向数据与观察到的实践进行了比较。参与者在学习时完成了一个关于文化响应性和反思性科学教学的研究生水平的入门课程。数据以自我评估、课堂实践录像和半结构化访谈的形式收集。结果表明，科学教师对 CRI 的自我效能感很高，并且在整个计划中保持稳定。在将 CRI 自我效能感与观察到的教学进行比较时，科学教师的得分高于研究人员。除了提高社会政治意识的教学外，这种不一致很严重，并且在计划期间没有解决。对访谈进行了探索，以确定不和谐的潜在来源。其中包括强制抑制和错误判断 CRI 能力是无关紧要的。讨论了对文化敏感的科学教师准备的影响。结果表明，科学教师对 CRI 的自我效能感很高，并且在整个计划中保持稳定。在将 CRI 自我效能感与观察到的教学进行比较时，科学教师的得分高于研究人员。除了提高社会政治意识的教学外，这种不一致很严重，并且在计划期间没有解决。对访谈进行了探索，以确定不和谐的潜在来源。其中包括强制抑制和错误判断 CRI 能力是无关紧要的。讨论了对文化敏感的科学教师准备的影响。结果表明，科学教师对 CRI 的自我效能感很高，并且在整个计划中保持稳定。在将 CRI 自我效能感与观察到的教学进行比较时，科学教师的得分高于研究人员。除了提高社会政治意识的教学外，这种不一致很严重，并且在计划期间没有解决。对访谈进行了探索，以确定不和谐的潜在来源。其中包括强制抑制和错误判断 CRI 能力是无关紧要的。讨论了对文化敏感的科学教师准备的影响。除了提高社会政治意识的教学外，这种不一致很严重，并且在计划期间没有解决。对访谈进行了探索，以确定不和谐的潜在来源。其中包括强制抑制和错误判断 CRI 能力是无关紧要的。讨论了对文化敏感的科学教师准备的影响。除了提高社会政治意识的教学外，这种不一致很严重，并且在计划期间没有解决。对访谈进行了探索，以确定不和谐的潜在来源。其中包括强制抑制和错误判断 CRI 能力是无关紧要的。讨论了对文化敏感的科学教师准备的影响。