Efficacy-Forming Experiences: Engendering Transformative Change Through Teacher Self-Efficacy in Culturally and Linguistically Responsive Practices

• In Event: STEM/Multi Learning Spaces

Abstract

Despite a growing number of multilingual learners (MLs) in schools across the United States, many educators report feeling unprepared to meet their instructional needs (Crawford et al., 2008; Ramos, 2017). This longitudinal, instrumental case study examined the professional development (PD) experience of four educators working with MLs. Through their participation in a year-long online PD, I tracked their contributions and negotiated learning to document specific experiences they deemed supportive in developing a greater sense of teacher self-efficacy (TSE) when working with MLs and their families. This study provides insights into how increased TSE in CLRP has the potential to engender the transformative changes necessary to boost educators’ sense of preparedness when working with MLs.

Author

• Dawn Bagwell, College of Charleston