文章基本信息
- 标题：Student Teaching Experience in Diverse Settings, White Racial Identity Development and Teacher Efficacy
- 本地全文：下载
- 作者：Diane Bloom ; Terri Peters
- 期刊名称：Journal of Educational and Developmental Psychology
- 印刷版ISSN：1927-0526
- 电子版ISSN：1927-0534
- 出版年度：2012
- 卷号：2
- 期号：2
- 页码：72
- DOI：10.5539/jedp.v2n2p72
- 出版社：Canadian Center of Science and Education
- 摘要：
This study examined how diversity of field placement affected White student teachers’ White racial identity
(WRI) development, and the relationship between WRI and teacher efficacy. There was no change in WRI
development regardless of placement; however, as the percentage of students of color in the placement increased,
two subscales (instructional strategies, classroom management) of the Teacher Sense of Efficacy Scale (TSES)
decreased. A negative correlation existed between WRI (Pseudo-Independence and Contact subscales of the
White Racial Consciousness Development Scale-Revised) and subscales of the TSES. Results indicate that
teacher preparation programs critically examine Whiteness and WRI as a construct.
