Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students

Carbonneau, Kira J.; Ardasheva, Yuliya; Lightner, Lindsay; Newcomer, Sarah N.; Ernst‐Slavit, Gisela; Morrison, Judith A.; Morrison, Steven

doi:10.1080/10476210.2022.2104832

Cited by 5 publications

(2 citation statements)

References 53 publications

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“…Bandura's self-efficacy theory is often used to determine the gaps in teacher education programs and offers suggestions for policy and curricular changes to promote teaching culturally and linguistically diverse students in public schools (Carbonneau et al, 2022;Cho et al, 2020;Vidwans & Faez, 2019). For example, Cho et al (2020) examined pre-service teachers' self-efficacies in teaching English language learners in the USA.…”

Section: Literature Reviewmentioning

confidence: 99%

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2023

EUROPEAN J ED RES

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The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 preservice teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers' self-efficacies and bi/multilingualism. Lastly, senior preservice teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

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Section: Literature Reviewmentioning

confidence: 99%

Untitled

2023

EUROPEAN J ED RES

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“…According to the Japanese Ministry of Education, Culture, Sports, Science, and Technology [10], there has been a dramatic increase in the number of non-Japanese students over the past decades, and this trend is expected to continue. With the expansion of multilingual and multicultural classroom settings, teachers are expected to use more English than ever for various purposes, including teaching, daily interactions with students, and meetings with parents [11]. Nevertheless, as far as teaching methods are concerned, opinions vary among teachers and administrators concerning the shift in focus from the traditional grammartranslation method, which primarily prepares students for entrance exams, to CLT: some show affirmative responses, while others express concerns about their ability to adapt to this change and their capability to effectively implement it in their own teaching [12,13].…”

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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