Developing Multicultural Self-Efficacy of Preservice Teachers Through Authentic Field-Based Experiences With Immigrant Students

• In Event: Issues in Preparing Preservice Teachers for English Language Learners

Abstract

Using qualitative inquiry, the researchers explored pre-service teachers attitudes towards immigrant students throughout their experience in one undergraduate multicultural course that required a field experience with English Learners (ELs). Data were collected through reflective journals, diversity questionnaires, case study projects, and archival data. Analysis of data from participants’ reactions to the clinicals suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students’ stories and lived experiences on shaping teacher beliefs. The researchers describe the process undertaken to create “authentic experiences” with immigrant students and its role in shaping preservice teacher beliefs. Implications for teacher educators and teacher education programs are discussed.

Authors

• Lan Quach Kolano, University of North Carolina - Charlotte

• Cherese Diane Childers-McKee, Northeastern University