Bilingual Culturally Responsive Teacher Efficacy through a Collective Framework

• In Event: AERA Roundtable Session Wednesday 11:45 am
  In Roundtable Session: Teacher Efficacy, Mentorship and Cultural Responsiveness

Abstract

This inquiry proposes a new conceptual model: Bilingual Culturally Responsive Teacher Efficacy, a framework that centers the bilingual teacher experience as a collective system of efficacy – bridging teachers’ language histories with their role as bilingual educators. Bilingual pre-service teachers enrolled in a teacher preparation program in 2024-25 participated in the inquiry. Data are drawn from multiple sources including pre/post-survey responses on perceived bilingual teacher self-efficacy and artifact analysis from assignments that intentionally integrated self-efficacy centered practices. This study enhances the understanding of how targeted, reflective, and data-driven preparation programs can strengthen bilingual teachers’ self-efficacy. The findings provide actionable insights for program design, highlighting the importance of bilingual teacher language and identity growth.

Authors

• Ana M. Hernandez, California State University - San Marcos

• Annette M. Daoud, California State University - San Marcos

• Xochitl Archey, California State University - San Marcos