Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners

Cho, Seonhee; Lee, Hea-Jin; Herner-Patnode, Leah

doi:10.1080/08878730.2020.1805835

Cited by 13 publications

(8 citation statements)

References 37 publications

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“…However, several qualitative studies found that PSTs sense of self-efficacy regarding students with diverse needs increased as they gained more experience (Cho, Lee, & Herner-Patnode, 2020; Friesen & Cunning, 2020; Gigante & Gilmore, 2020). As PSTs spent more time working in inclusive spaces, their confidence to teach and reach diverse students grew.…”

Section: Supporting Literaturementioning

confidence: 99%

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry

Cormier¹

2023

SUP

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PurposeThe purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).Design/methodology/approachTo conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.FindingsThe findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.Originality/valueBy sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

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Section: Supporting Literaturementioning

confidence: 99%

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry

Cormier¹

2023

SUP

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“…To begin with, teachers expressed concern regarding the cultural relevance of the curriculum used with ELLs. A great deal has been written of late regarding the need for curriculum and instruction designed to comport with students' cultural and linguistic heritage (Cho, Lee, & Herner-Patnode, 2020;Paris, 2012;Vázquez-Morilla, Just, & Triscari, 2014). Much of this work has been published under the heading culturally responsive teaching (Aceves & Orosco, 2014;Gay, 2002;Kozleski, 2010;Vavrus, 2008), however, the resulting acronym (CRT) has become identified with a different construct, critical race theory, which has gained notoriety of late (Dixson & Rousseau Anderson, 2018;Ledesma & Calderon, 2015;Zamudio et al, 2011).…”

Section: The Curriculum Challenge: Culturally Relevant Pedagogymentioning

confidence: 99%

Teachers’ Perceptions of Challenges in Post-pandemic Recovery for English Language Learners

Figueroa Murphy,

Torff

2023

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Survey research (N=108) examined teachers' perceptions of challenges facing educators working to ameliorate pandemic learning losses among English language learners (ELLs). Fifteen challenges in four categories were assessed, including five student factors, three home/family factors, three curriculum factors, and four teacher/administrator factors. Both curriculum factors and teacher/administrator factors were rated as significantly more challenging than student factors. Within student factors, students' skills in the home language, students' motivation to learn, and students' academic skills prior to the pandemic were rated as most problematic. Within home/family factors, respondents indicated that the most pressing challenge was students' immigration status. Within curriculum factors, teachers expressed the greatest concern about the cultural relevance of curriculum used with ELLs. Finally, within teacher/administrator factors, teachers rated two as the most challenging: administrators' support for pandemic recovery for ELLs and teacher skills in working with ELLs. The data suggest that teachers did not regard student factors as the primary drag force on pandemic recovery, instead judging the greatest challenges to come from the curriculum used to teach ELLs and the skills and practices of teachers and administrators who work with them. The results have the potential to inform ELL pandemicrecovery initiatives in curriculum development, administrative policy/procedures, and professional development.

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“…Moreover, teachers with higher levels of self-efficacy tend to adopt innovative instructional practices [21,22], feel more committed to their profession, and are less likely to leave the teaching profession [17]. Several studies have examined potential factors influencing pre-service teachers' self-efficacy, including their backgrounds, life experiences, pedagogical knowledge, and experiences in teacher preparation programs [23,24]. For pre-service teachers, the teaching practicum represents a crucial phase during which they encounter and discover the practical needs of the classroom for the first time, gaining insights into their teaching skills [25].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World

Matsumura,

Tatsuyama

2024

Education Sciences

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The teaching practicum, a psychologically demanding phase of professional development, yields diverse self-efficacy outcomes for pre-service teachers. While it is crucial to view the practicum as a cornerstone for shaping teaching beliefs, there exists a research gap in understanding its influence on the self-efficacy of pre-service English-as-a-foreign-language (EFL) teachers in East Asia and delving into the cognitive processes during this period. This mixed-methods study (n = 18) aimed to address this gap. The quantitative results revealed an overall increase in participants’ self-efficacy, notably in classroom management. The qualitative findings uncovered challenges faced by those with lower self-efficacy, particularly when discrepancies arose with mentor teachers over teaching English through a communicative approach. Conversely, individuals with linguistically and culturally diverse pre-practicum experiences exhibited resilience while maintaining robust beliefs about their own teaching. The findings suggest the necessity for tailored teacher preparation programs aiming at nurturing a multilingual perspective through interaction in English as a lingua franca.

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Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners

Cited by 13 publications

References 37 publications

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry

Teachers’ Perceptions of Challenges in Post-pandemic Recovery for English Language Learners

Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World

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