Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers (normalistas ) were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas'ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization factors were identified: personality (carácter ), interests, occupational activity, interpersonal style, and moral worth. The multivariate regression analysis of self-concept and teacher efficacy constructs showed that the participants'view of self, specifically character, and moral worth may affect their teacher efficacy ( p < .05). Researchers suggest that teacher preparation programs focus on the development and enhancement of normalistas' sociopolitical awareness to ensure understanding of U.S. language minority students' educational needs.

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A follow-up survey of 71 graduates from a Title VH Bilingual Education training project was conducted during the fifth year of operation. Issues addressed by the survey include level of implementation of bilingual methodology, perceived areas of strength and weakness, and attitudes toward bilingual education. Findings generally support the effect of the emphasis placed by the project on extra-curricular training activities, such as participation in field experiences, cultural events, and special sem inars. Perceived areas of weakness included math and science methods. Overall, extrainees maintained strong positive attitudes toward bilingual education despite a certain amount of adversity encountered in the field.