An Exploratory Study of Preservice Teachers and Their Self Efficacy Beliefs as Teachers of English Language Learners

Students who speak languages other than English comprise a growing population in U.S. schools. As a result, many general education teachers find English language learners (ELLs) in their mainstream classrooms. However, they are often inadequately prepared to work with culturally and linguistically diverse students, resulting in a need for better ELL preparation of mainstream teachers (de Jong & Harper, 2005). Teacher self-efficacy beliefs (TSEB), or teacher perceptions of their confidence and preparedness, can provide important insights relevant to teacher professional development and preparation in teacher education programs. TSEB is defined as a self-assessment of the competence to perform a specific task within a certain context, or a judgement of the ability to perform a desired activity (Tschannen-Moran & Hoy, 2001). Recognizing the importance of investigating TSEB, this dissertation examines elementary preservice teachers and their preparation to work with ELLs through microteaching activities. Two research questions guided this study: 1) What are the self-efficacy beliefs of preservice teachers about teaching ELLs before and after microteaching experiences, and 2) how do four preservice teachers construct their self-efficacy beliefs regarding teaching ELLs through microteaching experiences? The data—consisting of surveys (n=55), individual interviews with preservice teachers (n=4), classroom observations and lesson plans—were analyzed with the use of thematic analysis (Braun & Clarke, 2006). Findings indicated that the self-efficacy beliefs of preservice teachers were enhanced after having participated in ESL microteaching experiences. However, the data also revealed that the preservice teachers still felt some anxiety and emotional concerns about teaching ELLs. Moreover, their self-efficacy beliefs varied by ELL characteristics (situational factors) and setting (contextual factors). Results further revealed that three factors shaped the construction of TSEB, namely ELL-related knowledge from course work, field experiences working with ELLs, personal and professional exposure to linguistic and cultural diversity, including their own language learning experiences. Inquiries about the influence of purposeful field placements and ESL microteaching experiences for teacher candidates in settings with culturally and linguistically diverse students can yield valuable insights. Future studies of teacher preparation coursework for preservice teachers that embed linguistically responsive theories and practices can inform teacher candidates as they strive to enhance their preparation and self-efficacy beliefs for ELLs (Lucas & Villegas, 2013).