Document Type

Article

Publication Date

2015

Abstract

Increasing numbers of English Language Learners (ELLs) in the U.S. classrooms have prioritized to building quality teacher education programs so that all teachers have the tools necessary to support their students. National, state, and local mandates have also enacted certain requirements to ensure that ELLs are receiving quality instruction with the new language proficiency and content standards. Pressure has pervaded into teacher education programs working to immerse teacher candidates with good pedagogical practices for working with ELLs. This mixed method study on 144 PK-12 teachers with five or less years of experience highlighted the importance of teachers' perceptions and efficacy beliefs in working with ELLs. Findings revealed a statistical significance in efficacy beliefs for teachers with and ESL certification as opposed to teachers without the credentials. Five in-depth cases augmented the finding to support how individual classroom practices exemplified specific ESL pedagogy learned from pre-service contexts to promote more efficacious behaviors.

Comments

Originally published in The Journal of Education and Learning, 4(2). pgs 28-42

www.ccsenet.org/journal/index.php/jel

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