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• W4200547185 abstract "Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed." @default.
• W4200547185 created "2021-12-31" @default.
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• W4200547185 date "2021-12-15" @default.
• W4200547185 modified "2023-09-28" @default.
• W4200547185 title "Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers" @default.
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• W4200547185 doi "https://doi.org/10.1177/00131245211062526" @default.
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