Perspectives of Pre-Service and In-Service Teachers on Bilingual and Multilingual Minority Students in Southwest Florida

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Equity and Representation in Bi-/Multilingual Education (Table 1)

Abstract

This study examines the perceptions of pre-service and in-service teachers regarding bilingual and multilingual minority students in Southwest Florida. The study involved 117 participants, including 64 pre-service teachers and 53 in-service teachers, with data collected through a survey analyzed using Exploratory Factor Analysis (EFA) and one-way ANOVA. Findings reveal three primary factors shaping teacher perceptions: teacher preparation related to diversity, institutional involvement in fostering inclusive environments, and cultural and linguistic teaching strategies. Significant differences between pre-service and in-service teachers' views on institutional inclusivity were identified, though both groups agreed on the necessity for enhanced multicultural education training. The study, grounded in Critical Pedagogy, emphasizes the need for reflective teaching practices that address systemic inequalities and promote social justice.

Authors

• Burhan Ozfidan, Florida Gulf Coast University

• Andrew D. Funari, Florida Gulf Coast University

• Cecilia Vega, Florida Gulf Coast University