Preservice Teachers' Perception of Their Preparation for Teaching English Language Learners: Opportunities, Challenges, and Self-Efficacy

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-15 - Understanding Preservice Teachers' Conceptions of English Language Learners and Learning

Abstract

Using data from an online survey through Qualtrics, this study examines pre-service teachers’ (N=433) learning experiences in their teacher education program and their perceptions about their preparedness to teach English language learners (ELLs). Specifically preservice teachers’ knowledge about ELLs, attitudes toward ELLs and ELL parents, and self-efficacy were examined among the 433 students from different subprograms (TESOL and non-TESL minors, Global and Urban Cohorts, and Elementary, Secondary, and Special Education programs). Their opportunities to learn about ELLs and perceptions of gaps in knowledge and further learning in ELLs were also explored. The findings suggest that the preservice teachers across the program felt underprepared for teaching ELLs. The study has significant implications for reforming teacher education curricular and program design.

Authors

• Guofang Li, University of British Columbia

• Youngeun Jee, University of British Columbia