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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
Ye He; Dawn Bagwell
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.
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