Shall We Overcome? Self-Efficacy, Teacher Licensure Exams, and African American Preservice Teachers. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Petchauer, Emery
• Is Part Of: New educator. Volume 12:Issue 2(2016)
• Page Start: 171
• Page End: 190
• Publication Date: 2016-04-02
• Subjects: Teachers -- Training of -- Periodicals; Teachers -- Recruiting -- Periodicals; Education -- Study and teaching -- Periodicals; 370.71073
• DOI: 10.1080/1547688X.2016.1156456
• Languages: English
• ISSNs: 1547-688X

Abstract

ABSTRACT: This article reports findings from a 3-year qualitative study exploring the experiences of African American preservice teachers as they prepared for the Praxis "basic skills" teacher-licensure exam, a gatekeeper to many teacher-education programs. Using the construct of self-efficacy, results illustrate how students assess their Praxis capabilities from (a) previous mastery or failure experiences with other standardized tests and classes from college to elementary school and (b) vicarious experiences from African American students, friends, and family members. The article provides recommendations to prepare students for preprofessional examinations such as Praxis that often limit the numbers of African American teachers eligible for certification.