Two Preservice Teachers' Growth in Self-Efficacy While Teaching in an Inner-City School

Jillian and Mia, African-American preservice teachers, experienced culture shock when they student taught in an inner-city school. This was revealed by a qualitative analysis of 4 interviews, 12 written reflections, and 7 transcribed group discussions. Their self-efficacy grew stronger as they interacted with mentoring teachers and students and learned to cope with doubts about their abilities. As they worked through their conflicts, they changed the way they thought about teaching in the inner city and improved their personal and practical knowledge.