Culturally Efficacious Teacher Preparation: Program Sources of Teacher Efficacy for Working With English Learners

• In Event: 33.042 - Toward Justice: Preparing Teachers and Teacher Candidates to Better Serve English Language Learners

Abstract

Objectives or purposes

We investigate the culturally efficacious preparation of alternatively certified math and science teachers address to address the following objectives: Analyze math and science teachers’ initial teaching efficacy beliefs and exit equity teaching efficacy beliefs; Explore the relationship between efficacy sources and the cultivation of mathematics and science teachers’ teaching efficacy with English Learners; and Contemplate implications for the design of culturally efficacious preparation programs.

Perspective(s) or theoretical framework

Researchers emphasize cultural teaching efficacy as a construct evolving from teacher efficacy, cultural competence, and culturally responsive teaching (Author & Author, 2005; Author et al., 2007, Siwatu, 2007). The inability to communicate with ELs and the failure to see the link between the native language and cultural identity are considered indicators of a lack of efficacy (Siwatu, 2007). We posit that mathematics and science teachers must have a positive teaching efficacy and culturally efficacious practices in order to work effectively with ELs, and that teacher preparation structures and practices in the field play an integral role in providing sources of efficacy development for future teachers.

Methods and data sources

Using a mixed methods design data from a five-year grant for preparing mathematics and science teachers was analyzed to answer these research questions: 1) What are participants’ initial teaching efficacy beliefs? Are there differences between personal and outcome efficacy beliefs?; 2) How does efficacy sources foster mathematics and science teachers’ teaching efficacy with English Learners?; and 3) Are there differences between entry teaching efficacy and exit equity teaching efficacy? Data included: focus groups, interviews, surveys, and archival records.

Results

The quantitative survey analysis on the entry personal teaching-efficacy and outcome efficacy belief subscales revealed that these ATEP mathematics and science teachers’ were not necessarily convinced of their teaching capacity given the demands of the classroom. Significant differences were found when comparing entry and exit subscales. Furthermore, the qualitative analysis suggests that the program had practices and structures in place to act as sources of efficacy to anchor the culturally efficacious development of mathematics and science teachers. The vicarious and mastery experiences of observing master teachers, developing a professional growth plan, participating on on-line self-paced professional development and the modeling of teaching practices and team teaching supported teachers’ growth. Teachers’ personal success reinforced their physiological arousal and students’ receptiveness was a source of verbal persuasion.

Scholarly significance

Findings suggests that culturally efficacious teacher preparation models must incorporate content and strategies for mathematics and science teachers that are more relevant to high-need schools, design field work to include structured activities in the campus and classroom, and conceptualize teacher induction programs that are comprehensive and sustainable—enduring during the novices years. Continuously monitoring and evaluating these efforts assure the success of not only the project, but also to the preparation of effective teachers. Essentially, a collaborative synergy and commitment to improving teacher preparation and creating positive outcomes for our communities and the larger society is required.

Authors

• Belinda Bustos Flores, The University of Texas - San Antonio

• Dr. Lorena Claeys, The University of Texas - San Antonio

• Conra D. Gist, University of Arkansas