Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students

被引：44

作者：

Sosa, Teresa ^{[1
]}

Gomez, Kimberley ^{[2
]}

机构：

[1] Univ Illinois, Learning Sci Res Inst, Chicago, IL 60607 USA

[2] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA USA

来源：

URBAN EDUCATION | 2012年 / 47卷 / 05期

关键词：

high school; Hispanic students; urban education; SELF-EFFICACY; SCHOOL; ACHIEVEMENT; SENSE; COMPETENCE; SUCCESS; CULTURE; CONTEXT; HEALTH; LIVES;

D O I：

10.1177/0042085912446033

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience of Latino students are teachers' views of their use of Spanish as an asset in their learning as well as the sensitivity teachers displayed around the added stressors Latino students face, such as discrimination and immigrant status.

引用

页码：876 / 909

页数：34

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