Efficacy in Teachers of Dual-Identified Students in Urban Schools

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-8 - Bilingualism and Special Education: Issues of Dual-Identified Students

Abstract

The purpose of this mixed methods study was to ascertain whether there was a relationship between how confident teachers felt about their skills in teaching students who were dual identified and the type of professional development they reported. About fifty teachers from urban schools with high numbers of English learners responded to a survey, and four teachers were interviewed. The survey found that most teachers felt high levels of teaching efficacy but reported little training about meeting the needs of these students. The interviews found that teachers wanted additional support in several areas in which they had not received training. Results of the study showed a disconnect between teachers' feelings of efficacy and the training they needed and received.

Authors

• Anne Hafner, California State University - Los Angeles

• Hassan Dornayi, Pasadena Unified School District