The Reading Self-Efficacy of Teacher Candidates Participating in an Online Bilingual Alternative Teaching Certification Program

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Employing Multiple Modes of Technology of Teacher Learning

Abstract

The influx of English language learners with limited English language capacity leads to an immediate need for bilingual teachers. A university located in the southern part of the United States partnered with an independent school district to meet this need, providing a post bachelor alternative teaching certification program. The purpose of this study is to evaluate the effects of an existing online alternative teaching certification course on teacher candidate’s self-efficacy pertaining to their role as a bilingual reading teacher. After administering the Reading Teaching Efficacy Instrument (RTEI), we determined teacher candidates perceive their ability to teach reading (self-efficacy) and their ability to influence student reading development (outcome expectancy) was average to high after completing the alternative teaching certification program.

Authors

• Melinda Lucko, Texas Tech University

• Crystal Dail Rose, Tarleton State University