Investigating Content-Area Preservice Teachers' English Language Learner Education Self-Efficacy and Influencing Factors

• In Event: Language and Arts Education

Abstract

This study intended to investigate content-area preservice teachers’ self-efficacy in educating English language learners (ELLs) and factors that could impact their efficacy levels. A total of 278 participants completed the ELL Education Self-Efficacy Scale and a survey that helped collect demographic information and educational experiences. While the participants reported highest in their sociocultural self-efficacy, their pedagogical-content self-efficacy and linguistic self-efficacy were much lower. In addition, years in the program, number of ELL courses taken, and experience in working with ELL students were significant predictors of ELL education self-efficacy. The study findings shed light on how to strengthen teacher education, so that all teachers are efficacious to teach ELL students in content-area classrooms.

Authors

• Yao Fu, University of Wisconsin - Whitewater
  Presenting Author

• Jiaxi Wang, University of Wisconsin - Stevens Point
  Non-Presenting Author