Examining strategies to support teacher self-efficacy when working with diverse student groups: A scoping literature review

While classrooms worldwide are becoming more diverse, research shows that many teachers lack self-efficacy in this challenging environment (Choi and Lee in AERA Open 6(4), 2020). As teacher self-efficacy is directly linked to the academic performance of diverse students, it is imperative a deeper understanding of both preservice and in-service teacher self-efficacy is gained (Clark in Teacher Dev 24:127–142, 2020). This chapter provides a scoping literature review on the strategies that are available for teachers to develop their self-efficacy when working with diverse learners. A summary of the initiatives suggested in the literature, including Professional Development (PD), to improve teacher self-efficacy will be presented. Additionally, this review highlights gaps in the research and the implications for supporting student equity in educational contexts. Findings included the importance of intervention strategies such as ongoing PD programs and on-site experiences with diverse learners, embedding culturally responsive design elements in initial teacher education programs, and obtaining self-efficacy data from in-service and preservice teachers to inform supportive strategies. Additionally, the implications for teacher education and diverse students will be discussed including future recommendations found in the literature.