Examining the Self-Efficacy of Teachers With Linguistically Diverse Students in a New Immigrant Destination

• In Event: Professional Development as Self-Efficacy and Empowerment in Diverse Contexts

Abstract

This study examines the importance of teacher preparation for teachers who serve Linguistically Diverse Students (LDS) in the form of an English as a Second Language (ESL) certification, specifically in relation to teachers’ self-efficacy. The current analysis specifically applies to educational contexts in new immigrant destinations, where there has been a recent increase in their foreign-born and LDS population. Results from this study supported the context specificity of self-efficacy measures shown in previous work and suggests the importance of teacher education programs with embedded ESL certification curriculum over sparse professional development opportunities for in-service teachers with LDS.

Author

• Lisa Matsukata, University of California - San Diego