The Impact of a UTeach Program on Latino Preservice STEM Teachers' Self-Efficacy for Future Teaching

• In Event: Moscone Center West Roundtable Session 10
  In Roundtable Session: Explorations of Self-Efficacy in Teacher Education and Student Achievement

Abstract

This mixed-method study examines Latino pre-service teachers’ self-efficacy to teach mathematics and science. Participants were 111 students enrolled in a UTeach program at a south Texas university. After completion of the program, students earn a teacher certification in combination with an undergraduate degree in their content area. Data sources were surveys, written reflections, and interviews. Quantitative data analysis used course enrolled, field of study, and gender as independent variables. Findings indicated statistically significant differences in self-efficacy for course enrolled. No differences were found for field of study and gender. Qualitative data analysis showed that participants felt confident and prepared to teach. This study is significant because self-efficacy is an important factor that impacts teachers’ instruction and K-12 students’ outcomes.

Authors

• Maria Diaz, The University of Texas -Rio Grande Valley

• James A. Telese, The University of Texas Rio Grande Valley