The Effect of STEM Teachers' Professional Development Experiences on Teacher Efficacy in Teaching Class With English Learners

• In Event: The Role of Language, Ideology, and Emotion in Teacher Preparation and Professional Learning

Abstract

With the growing numbers of ELs in schools, STEM teachers may not be well-equipped nor confident in facilitating ELs’ learning. The purpose of this study is to examine the equity of the professional training resources for secondary STEM teachers with ELs in class. In addition, the study investigates which aspect of teachers’ professional development (PD) experiences impacted secondary STEM teachers’ teacher efficacy and collective teacher efficacy. The public database TALIS (2018) was used. Multiple regression analysis was used to answer the research questions. The results can contribute to understanding whether there are differences in STEM teacher’s PD experience depending on the number of ELs in class and provide a causal relationship between STEM teacher PD experience and efficacy beliefs.

Authors

• Xuan Zhou, Texas State University

• Yolanda N. Padron, Texas A&M University

• Lina Shu, Texas A&M University