Teacher Self-Efficacy-Forming Experiences and Preparedness for Multilingual Learners

• In Event: Multilingual Students and Equity

Abstract

To enhance all teachers’ preparedness to support the growing number of multilingual learners in the U.S. K-12 classrooms, teacher educators need to engage inservice teachers from diverse backgrounds in continued professional learning. Based on a survey from 42 participants and follow-up interviews with 22 teachers, we explored their preparedness to work with multilingual learners and highlighted the self-efficacy-forming teacher education experiences. The findings demonstrated teachers’ enhanced self-efficacy in working with multilingual learners. Knowledge development, mastery experiences, vicarious learning, and networking experiences were identified as self-efficacy forming teacher education experiences for teachers from diverse backgrounds. The need to support teachers’ development of sociolinguistic consciousness and capacity for family engagement offers implications for teacher educators.

Authors

• Ye He, University of North Carolina - Greensboro
  Presenting Author

• Dawn Bagwell, College of Charleston
  Presenting Author