Influence of Sheltered Instruction Observation Protocol Model on Preservice Teachers' Self-Efficacy for Teaching English Language Learners

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-4 - Preservice Teacher Perspectives and Practices Working With Multilingual Learners

Abstract

This study reports the assessment of English as a second language (ESL) preservice teachers' self-efficacy in implementing sheltered instruction observation protocol (SIOP) model in teaching English language learners (ELLs) in PreK-6. The author employed self-evaluation reports and reflection journals as factors to assess their self-efficacy for teaching ELLs. The result demonstrates that ESL preservice teachers' self-efficacy was improved in several sections, and self-evaluation and reflection journals are effective approaches to assist preservice teachers in elevating their self-efficacy. The implication of the SIOP model in teacher education programs is been discussed, and the future research topics are proposed.

Authors

• Yujuan Shi, Texas Tech University

• Amani Zaier, Texas Tech University

• Faith Maina, Texas Tech University