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ERIC Number: EJ1075156
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1927-5250
ESL Pedagogy and Certification: Teacher Perceptions and Efficacy
Tran, Yune
Journal of Education and Learning, v4 n2 p28-42 2015
Increasing numbers of English Language Learners (ELLs) in U.S. classrooms have prioritized to building quality teacher education programs so that all teachers have the tools necessary to support their students. National, state, and local mandates have also enacted certain requirements to ensure that ELLs are receiving quality instruction with new language proficiency and content standards. Pressure has pervaded into teacher education programs working to immerse teacher candidates with good pedagogical practices for working with ELLs. This mixed method study on 144 PK-12 teachers with five or less years of experience highlighted the importance of teachers' perceptions and efficacy beliefs in working with ELLs. Findings revealed a statistical significance in efficacy beliefs for teachers with an ESL certification as opposed to teachers without the credentials. Five in-depth cases augmented the finding to support how individual classroom practices exemplified specific ESL pedagogy learned from pre-service contexts to promote more efficacious behaviors.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas