Leaders' Conceptualizations of Bilingual Teacher Education Policies and Preparation

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Making Teacher Education Responsive to Changing Contexts (Table 13)

Abstract

We present the findings from a statewide survey of California district/school leaders to explore their perspectives on how well and to what degree bilingual teacher programs are preparing beginning bilingual/dual language teachers. Using the research literature and existing standards, we constructed and validated a 47-item survey, using a 5-point Likert scale, and 6 open-ended questions to query leaders about the knowledge, skills and abilities of newly licensed bilingual teachers, their local district plans related to dual language programs, and professional development plans to support new teachers. 223 leaders from 89 districts across the state responded. 4 areas of expectations of beginning teachers’ knowledge and abilities are reported, ranging from highest (bilingual/biliteracy competencies, M=3.8), to lowest means (program design, M=3.1).

Authors

• Magaly Lavadenz, Loyola Marymount University

• Elvira G. Armas, Loyola Marymount University

• Jongyeon Joy Ee, Loyola Marymount University