Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter?

By Kamau O. Siwatu. 2011

211 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/696d258a128313e1fe64172660538608e91601be

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “General aspects of teaching found to have significant issues in regards to self-efficacy include the teacher’s ability to facilitate student learning, engage students in learning, and manage the classroom environment (Evans & Tribble, 1986; Siwatu, 2008, 2011; Tschannen-Moran & Hoy, 2001).”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “Multiple researchers have determined that mastery experiences enhance preservice teacher self-efficacy (Cantrell, Young, & Moore, 2003; Fives et al., 2007; Knoblauch & Chase, 2015; Knoblauch & Woolfolk Hoy, 2008; Siwatu, 2011; Smolleck & Morgan, 2011; Yeung & Wakins, 2000).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In one experimental study, Siwatu (2011b) found that preservice teachers had lower culturally responsive teaching self-efficacy after reading descriptions of typical urban schools than they did after learning about suburban schools.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Focusing on the effect different settings might have on TSE beliefs, Siwatu (2011a), for example, crafted descriptions of urban and suburban schools.”
TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom (2012, background): “…education (e.g., Podell & Soodak, 1993; Soodak & Podell, 1993, 1996, 1998), and in various teaching contexts such as culturally responsive teaching (e.g., Siwatu, 2007), resolving cultural conflicts (e.g., Siwatu & Starker, 2010), and teaching in urban and suburban schools (e.g., Siwatu, 2011).”