Reimagining Bilingual Teacher Preparation: Attributional Beliefs and Culturally Responsive Self-Efficacy as Pathways to Equity

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching at the Intersections: Language, Culture, and Equity in Multilingual Classrooms

Abstract

To imagine a new future, we must construct it. This study examines how an equity-focused, interdisciplinary teacher preparation model influenced the beliefs of professional agency of bilingual education teacher candidates (BETCs). This interdisciplinary course sequence is grounded in culturally responsive education and addresses the fragmented legacies of teacher preparation by centering affective-motivational constructs. Pre- and post-program analyses of validated scales revealed statistically significant increases in BETCs' (N=20) internal attributional beliefs (Cohen's d = 1.91) and CRTSE (Cohen's d = 4.44). A moderate positive correlation suggests these constructs reinforce one another. Findings offer a future-oriented vision for teacher preparation that disrupts siloed practices and addresses the historical marginalization of multilingual learners through equity-driven, integrated learning experiences.

Authors

• Linnie Greenlees, Texas Tech University

• Delia Carrizales, Texas Tech University

• Denise Lara, Texas A&M University - Corpus Christi

• Weverton Ataide Pinheiro, Texas Tech University

• Fernando Valle, Texas Tech University