Factors Informing Paraeducators’ Self-Efficacy Beliefs on Teaching Multilingual Learners

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Teachers' Perceptions and Beliefs for Working With English Learners: Research Across Educational Settings (Table 12)

Abstract

Teachers' beliefs about their abilities to positively impact multilingual learners (MLs) strongly predict student outcomes. This qualitative study draws from two cohorts of an alternative route teacher education program for paraeducators working in dual-language and mainstream schools to investigate factors affecting male and Latino paraeducators’ self-efficacy regarding teaching MLs. Contrary to the original hypothesis of a lack of same-gender and ethnicity role models, the results indicated that higher self-efficacy beliefs drew on richer work-based mastery and vicarious experiences teaching MLs, especially in smaller, dual-language schools. Lower self-efficacy beliefs were associated with negative judgments of capabilities and limited work-based vicarious and mastery experiences. Results highlight school environments as critical factors shaping paraeducators’ self-efficacy in teaching MLs.

Authors

• Oluyemisi Ajoke Oloniyo, Washington State University

• Yuliya Ardasheva, Washington State University - Tri Cities

• Judith A. Morrison, Washington State University

• Lindsay K. Lightner, Washington State University

• Sarah L. Newcomer, Washington State University - Tri-Cities

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Steven Morrison, Washington State University

• Kira J. Carbonneau, Washington State University