Self-Efficacy-Forming Experiences for Experienced Teachers Working with Multilingual Learners.
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| Title: | Self-Efficacy-Forming Experiences for Experienced Teachers Working with Multilingual Learners. |
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| Authors: | He, Ye1 (AUTHOR) y_he@uncg.edu, Bagwell, Dawn2 (AUTHOR) |
| Source: | Teacher Educator. Jan-Mar2025, Vol. 60 Issue 1, p174-199. 26p. |
| Subject Terms: | *In-service training of teachers, *Professional employee training, *Teacher education, *Teacher educators, *Self-efficacy in teachers, *Mastery learning |
| Abstract: | To enhance teachers' preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a variety of instructional settings involving multilingual learners. Based on survey and follow-up interview data, teachers reported enhanced preparedness to work with multilingual learners and shared self-efficacy-forming experiences through the program. The findings revealed learning opportunities aligned with the sources of teachers' self-efficacy including knowledge development, mastery experiences, and vicarious learning experiences. Implications for inservice teacher education programs that prepare educators for multilingual learners were provided. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | To enhance teachers' preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a variety of instructional settings involving multilingual learners. Based on survey and follow-up interview data, teachers reported enhanced preparedness to work with multilingual learners and shared self-efficacy-forming experiences through the program. The findings revealed learning opportunities aligned with the sources of teachers' self-efficacy including knowledge development, mastery experiences, and vicarious learning experiences. Implications for inservice teacher education programs that prepare educators for multilingual learners were provided. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08878730 |
| DOI: | 10.1080/08878730.2024.2361248 |
