Examining Community-Based Field Teaching as a Source of Teacher Self-Efficacy With English Learners

• In Event: 63.077 - Office of English Language Acquisition–National Professional Development Grants: Designing Innovative Professional Development Programs for Teachers of English Learners

Abstract

This study explores embedded, community-based field teaching as a source of teacher self-efficacy, by comparing two models of preparation programs for teachers working toward ESL certification. Specifically, we examine patterns of self-efficacy and preparedness regarding English learner (EL) instruction across a year-long program which included field teaching for half of participants.
Our analytical lens centers around one of Bandura’s (1977) four major sources of self-efficacy—vicarious experience, which refers to observations of expert teachers' instruction or performance (e.g., practicums or field experiences). In self-efficacy studies, many teachers have identified opportunities to directly work with ELs as the most helpful component of their preparation (Coady, Harper, & de Jong, 2011; Faez & Valeo, 2012; Fitchett, Starker, & Salyers, 2012). This aligns with Boyd, Grossman, Lankford, Loeb, and Wyckoff’s (2009) recommendation of providing teachers with high-quality field experiences which they found predicted instructional effectiveness. Because much research focuses on multiple efficacy sources, Flores, Claeys, Gist, Clark, and Villarreal (2015) emphasized the importance of future research focusing on a single source and comparing different teacher preparation models.
This quasi-experimental study followed a cohort of teachers participating in 30 weeks of federally funded graduate coursework focused on English learner instruction. Using stratified random sampling, participants (36 in-service teachers and 28 pre-service teachers) were assigned to either treatment, in which coursework included 60 minutes weekly of supervised fieldwork tutoring English learners in after-school community settings, or a “business-as-usual” condition using typical seminar discussions on the university campus. Other aspects of the coursework were parallel: syllabi, assignments, class time and frequency, total instructional contact hours, and online content delivery.
Data sources include three elements. First, a pre/post participant survey measures teachers’ self-efficacy and content knowledge of English learners, their families, and communities. Second, qualitative data drawn from one-on-one semi-structured interviews indicate which program component teachers perceive as most influential in their confidence. Additionally, teachers explain their selection. Third, we analyze results from the official TExES ESL Supplemental Exam, including overall scores and percentage correct in each of three domains: 1) Language concepts and language acquisition, 2) ESL instruction and assessment, and 3) Foundations of EL education, cultural awareness, and family and community involvement.
Preliminary findings highlight the possible contributions of field teaching on teacher self-efficacy. The results of an independent-samples t-test show that the confidence of the community-based group (M=2.18, SD =1.10) increased significantly more than the confidence of the university-based group (M =1.44, SD =.97), t(44)= 2.41, p= .02. About 85% of the community-based group ranked mentoring ELs as the most influential factor to improve their confidence. They valued the opportunity to put theory into practice and gain first-hand experience with ELs. These findings expose key features of the strong infusion model and its effect on teacher self-efficacy (Coady, Harper, & de Jong, 2011). To conclude, findings should inform decisions about the design, development, and scalability of professional development programs and collaborations among institutions of higher education, local education agencies, and non-profit community providers that support applied learning.

Authors

• Sumei Wu, Southern Methodist University

• Jillian Marie Conry, Southern Methodist University

• Paige Ware, Southern Methodist University

• Diego Roman, Southern Methodist University