Pre‐service teachers’ perceptions and their behavioral interactions with young children from international cultures

Abstract

Theory and research suggest that preservice techers' personal teaching efficacy and their ethnic attributions contribute to their behavioral interactions with International children. Theoretical research contributions pertaining to personal teaching efficacy, causal attributions, and child-teacher interaction are reviewed and are included as conceptual components for a model of teacher-child interaction. Practical implications of this model are suggested for faculty and staff supervisors of teacher preparation programs.

Age, gender, socioeconomic status, race/ethnicity, temperament, and actual social and cognitive competence as factors contributing to preservice teachers’ perceptions of preschool children's social and cognitive competence

“…However, beyond the importance of family socioeconomic status, there is some indication that teachers' perceptions of children's social and cognitive competence are affected by race/ethnicity. Anecdotal evidence is available indicating some teachers related to children from various racial/ethnic groups in ways that represent the generalized stereotypes of that culture (Burt & Sugawara, 1992). Other studies report teachers tending to adopt more controlling and "negative" behaviors toward children from countries other than Euro-American (Grossman, 1991;Kleifgren, 1988;Ogilvy, Boath, Cheyne, Jahoda.…”

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

“…Teaching strategies given at undergraduate level affect preschool teachers' classroom management skills positively and also affect preschool teachers' self-efficacy beliefs at a high level (Burt and Sugawara, 1992;Kaya, 2010;Senol, and Ergun, 2015;Tabancali and Celik, 2013).…”