The Effects of Mainstream Classroom Teacher Preparation on Im/migrant Students' Educational Experiences and Outcomes

• In Event: Equity for Bilingual and Dual-Language Education Policy: Considerations for Teacher Preparation and Student Access to Opportunity

Abstract

Research identifies a gap between: (a) teacher preparation polices, (b) teacher training and practice, and (c) the diverse challenges and unique needs of adolescent immigrants and migrants (i.e., im/migrants), and more specifically, forced im/migrants in secondary schools. There is little empirical research examining the preparation of mainstream classroom teachers or their role in educating im/migrant youth in formal education systems. Through an examination of teacher preparation policy, teacher training data, and im/migrant student data from the 2018 Program for International Student Assessment (PISA), this research uses HLM to examine the relationships between policies, practice, and im/migrant student outcomes resulting from secondary school teachers’ pre-service training and professional development, the unique needs of im/migrant students, and other contextual factors.

Author

• Alexander W. Wiseman, Texas Tech University