From Ambivalence to Self-Efficacy: Bilingual Teacher Candidates’ Changing Relationships to STEM

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

Abstract

Highlighting the inherent tensions around preparing educators to successfully teach STEM (science, technology, engineering and mathematics) content, this paper explores the unique challenges and opportunities presented in working with bilingual teacher candidates working towards initial teacher certification as they prepared to move into their bilingual teaching assignments. Initial findings from this five year, U.S. Department of Education-funded study, suggest common themes of reluctance, hesitation, and ambivalence with science teaching and the use of new technology. Constructivist and transformational learning strategies (including an explicit focus on stereotype threat) encourage confidence, competence and efficacy with STEM -- dispositions vital for teacher candidates’ success in teaching STEM content to emerging bilinguals learners.

Authors

• Anita Bright, Portland State University

• G. Sue Kasun, Utah State University

• Michael Ames Connor, Portland State University