Abstract
The purpose for this study was to examine whether there is a difference in self-efficacy between first generation and non-first generation preservice teachers to address the teaching of diverse PK-12 students. Bandura’s (1997) concept of self-efficacy was employed as a framework to understand the results of the study. A cross-sectional design was used to analyze a self-efficacy survey that was administered to first generation and non-first generation preservice teachers. A total of 55 preservice teachers nearing completion of their teacher preparation at one university participated. The data demonstrates statistically significant differences of unequal self-efficacy development between first generation and non-first generation preservice teachers despite being trained in the same program. The findings may shed light on how educator preparation programs can better prepare first generation preservice teachers to serve diverse students and the incorporation of diverse topics into classroom content.
Recommended Citation
Nava, R. C., Vigil, P. M., & Evenstad, J. P. (2023). First generation preservice teachers’ self-efficacy regarding the teaching of diverse students and the incorporation of diverse topics into classroom content. The Interactive Journal of Global Leadership and Learning, 2(2). https://doi.org/10.55354/2692-3394.1031
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