ERIC Number: EJ1456537
Record Type: Journal
Publication Date: 2025
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Self-Efficacy-Forming Experiences for Experienced Teachers Working with Multilingual Learners
Teacher Educator, v60 n1 p174-199 2025
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.
Descriptors: Experienced Teachers, Self Efficacy, Teaching Experience, Multilingualism, Teacher Educators, Teacher Education Programs, Inservice Teacher Education, Diversity (Faculty), Student Diversity, Teacher Attitudes, Mastery Learning, Learning Experience, Certification, English Language Learners, Language Teachers, English (Second Language), Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: T365Z170203