Books (Riedler, & Aldindag, 2022)
Pre-Service Teachers’ Self-Efficacy for the Culturally Responsive Classroom Management
– by Martina RIEDLER (Author) & Perihan B. Aldindag (Author)
The book engages contemporary debates about the classroom management, presenting diverse ideas developed within a broadly conceived culturally responsive classroom management approach. It calls for a more critical and dynamic conception of teacher education and classroom management as a necessary element of a diverse society. The book presents the findings of a research study aiming to determine preservice teachers’ self-efficacy for culturally responsive classroom management, and to investigate preservice teachers’ self-efficacy beliefs about working in the classrooms with the pupils from different cultures. 157 preservice teachers in a university participated in the study. Survey model was used in the study. The data were collected using quantitative data analysis techniques. The relationship between preservice teachers’ self-efficacy for classroom management was measured through the scale administered to preservice teachers. The data analysis revealed that the pre-service teachers’ self-efficacy level is medium, meaning they possess moderate confidence in culturally responsive classroom management practices. Moreover, there was so significant difference between preservice teachers’ self-efficacy for culturally responsive classroom management in terms of gender and age. field of study, and their self-efficacy level was medium.
Tags: education, preservice, teachers, self-efficacy, classroom, management, culture
Published: Chicago, 2022. X, 78 pp., num. ill.
Martina Riedler is Associate Professor of Art Education at Çanakkale Onsekiz Mart University’s Faculty of Education (Turkey). Drawn from critical theory and progressive education, her research interests emphasize on explorations of a variety of questions regarding museum education and democratic participation, memory institutions and collective national identities, the hidden curriculum of informal learning sites, object mediated relations, and critical theory in teacher education.
As a Fulbright scholar and recipient of a research grant from the School of Art & Design, she earned her PhD in Art Education from the University of Illinois at Urbana-Champaign (USA) in 2009. She is also a graduate of the Academy of Fine Arts in Vienna (Austria).
Through her work in New York as an art educator in the public school system (New Utrecht High School, Brooklyn) and at the Solomon R. Guggenheim Museum, she was able to experience in depth the parallels and differences of various educational systems. The socio-scientific discourses and everyday experiences in the context of a multicultural and urban school as well as in museum education had a formative influence on her work as an art educator and researcher. She later worked at the ZKM/ Center for Art and Media Technology in Karlsruhe (Germany). In addition to her museum work, she held teaching positions at the Department of Art Education at the University of Art and Design Linz (Austria), at the Institute for Advanced Study in Humanities at the Carl von Ossietzky University in Oldenburg (Germany), at the School of Art & Design and at the Krannert Art Museum at the University of Illinois (USA).
Perihan B. Aldindag received her Master’s degree from the University of Hamburg. She is specialized in multicultural education, teacher education, cultural diversity and language education.