Preparedness, Knowledge, Self-Efficacy, and Practices of Teacher Candidates of Multilingual Students: Multi-Campus System Comparisons

• In Event: Critical and Humanizing Teacher Education for Multilingual Learners: Developing Multilingual Teacher Knowledge Across Contexts

Abstract

In their professional learning, teacher candidates have a wide range of experiences that can influence how well such preparation can take root. To study some of these differences and their impacts, we administered a survey to 159 teacher candidates enrolled in a multi-campus teacher preparation program. The survey used newly proposed scales to measure opportunities to learn, knowledge, self-efficacy, and practices teaching multilingual students. Comparisons included campus location, years in the program, and first-generation status. Results highlight programmatic strengths and limitations for teacher educators and policymakers to enhance quality of ML teacher preparation and inform efforts in diversifying teacher workforce.

Authors

• Adam Ulysess Coldiron, Washington State University

• Yuliya Ardasheva, Washington State University - Tri Cities

• Shenghai Dai, Washington State University

• Thomas Salsbury, Washington State University

• Danica Garcia, Washington State University - Tri-Cities

• Yun-Ju Hsiao, Washington State University - Tri-Cities

• Onur Ramazan, Chinese University of Hong Kong

• Gamze Karaer, Washington State University

• Lindsay K. Lightner, Washington State University

• Anne Marie Guerrettaz, Washington State University

• Genoveva Vega, Washington State University