Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Unit
Browse By Session Type
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
This mixed-method study examines Latino pre-service teachers’ self-efficacy to teach mathematics and science. Participants were 111 students enrolled in a UTeach program at a south Texas university. After completion of the program, students earn a teacher certification in combination with an undergraduate degree in their content area. Data sources were surveys, written reflections, and interviews. Quantitative data analysis used course enrolled, field of study, and gender as independent variables. Findings indicated statistically significant differences in self-efficacy for course enrolled. No differences were found for field of study and gender. Qualitative data analysis showed that participants felt confident and prepared to teach. This study is significant because self-efficacy is an important factor that impacts teachers’ instruction and K-12 students’ outcomes.