Abstract
This study explores the connections, if any, between teacher self-efficacy and how that relates to their intercultural competencies within an international and mixed ability setting. Researchers examine how teachers’ beliefs in their capacity, self-efficacy, to teach these diverse learners might relate to teacher exposures/experiences with intercultural competencies, such as awareness, knowledge, experience/skills, and attitude towards cultural differences. Teacher self-efficacy rates are investigated specifically within international school settings, due to the potential higher frequency of intercultural populations within these schools. The goal is to better understand how teacher self-efficacy and the intersectionality of intercultural competencies might impact classroom experiences for teachers, and overall school culture. While a subgoal is that through reflexivity, if teacher self-efficacy and the relationship it has with intercultural competence is explored, the self-evaluation of this experience within itself could influence teacher and student experiences, goals, outcomes, and success. This study is completely voluntary for in-service teachers and uses mixed research methods to conduct the study and analyze the data. Researchers modified tools used previously to examine self-efficacy on a scale (Tschannen-Moran & Woolfolk Hoy, 2001). They also use tools previously used to measure intercultural development via an inventory (IDI) (Bennett, Hammer, & Wiseman, 2003) and combine these descriptive findings with qualitative interviews with the teachers. All data is analyzed utilizing categorized themes. The implications of the study are reported for future research and to help inform practice for educators and educational leaders within the field.
Presenters
Julie BanferAssistant Professor, Childhood Education/Special Education, Touro University, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Teacher intercultural development, Teacher self-efficacy, School culture
