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Diversities in Teacher Education: Self-Identity and Self-Efficacy Among Preservice Teachers from Marginalized Groups

Diversities in Teacher Education: Self-Identity and Self-Efficacy Among Preservice Teachers from Marginalized Groups
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Author(s): Yuko Iwai (University of Wisconsin, La Crosse, USA)
Copyright: 2022
Volume: 7
Issue: 1
Pages: 16
Source title: International Journal of Bias, Identity and Diversities in Education (IJBIDE)
DOI: 10.4018/IJBIDE.301216

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Abstract

In the teacher workforce, approximately two-thirds of teachers are White. While the population of diverse learners has grown in school, we lack teacher diversity. Diversifying voices and perceptions of all students is important. Teachers from minority groups can contribute to this diversification. This study examined teacher self-identity and teacher self-efficacy among 22 diverse preservice teachers at a university. The researcher looked at: (1) how these preservice teachers self-identify through the teacher education programs, and (2) how their teacher education programs and field teaching experiences shape their teacher self-efficacy. Results showed that they developed their identities based on their ethnic and racial identities and family backgrounds. They also believed they can make positive impacts on students. Results showed no significant differences on the overall of self-efficacy and on three subscales of efficacy between first- and second-year preservice teachers and third- and fourth-year preservice teachers. Implications for teacher educators are discussed.

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