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The Teacher Educator Volume 47, 2012 - Issue 1
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RESEARCH ARTICLE

THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY

Margarita Jimenez-Silva Mary Lou Fulton Teachers College, Arizona State University
,
Kate Olson Department of Education, Vassar College
&
Norma Jimenez Hernandez Partnership for Healthy Families, Gilbert, Arizona
Pages 9-28 | Received 14 Apr 2010, Accepted 06 Dec 2010, Published online: 02 Jan 2012

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Stephanie M. Moody, Emily Holtz, Josselyne Saenz & Kyle Schichl. (2023) Preservice Teacher Preparation for Second Language Writing Instruction: A Content Analysis. The Teacher Educator 58:3, pages 307-323.
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Sarah K. Clark & Lindi Andreasen. (2021) Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?. Asia-Pacific Journal of Teacher Education 49:1, pages 128-142.
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Seonhee Cho, Hea-Jin Lee & Leah Herner-Patnode. (2020) Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners. The Teacher Educator 55:4, pages 411-429.
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Amber N. Warren. (2019) The social functions of teachers’ beliefs in an online class. Teaching Education 30:1, pages 69-85.
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Leanne M. Evans. (2018) A case study examination of exemplary literacy teaching in a cross-linguistic, cross-cultural learning environment. Literacy Research and Instruction 57:4, pages 330-350.
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Susana López Solé, Mireia Civís Zaragoza & Jordi Díaz-Gibson. (2018) Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education. Teachers and Teaching 24:6, pages 644-658.
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Meredith Moore. (2018) Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices. Action in Teacher Education 40:3, pages 336-353.
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Trish Morita-Mullaney & Lynne Stallings. (2018) Serving Indiana's Emergent Bilingual Immigrant (EBI) Youth: A Collective Case Study of EBI Teacher Educators. The Teacher Educator 53:3, pages 293-312.
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Laura Mahalingappa, Elizabeth M. Hughes & Nihat Polat. (2018) Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education 32:2, pages 127-146.
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Yi-Hwa Liou, Alan J. Daly, Esther T. Canrinus, Cheryl A. Forbes, Nienke M. Moolenaar, Frank Cornelissen, Michelle Van Lare & Joyce Hsiao. (2017) Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance. Teachers and Teaching 23:6, pages 635-657.
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En-Chong Liaw. (2017) Teacher efficacy of English teachers in urban and suburban schools. Teacher Development 21:4, pages 496-510.
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Leanne M. Evans. (2017) Lessons from Two Exemplary Latin@ Teachers of Emergent Bilingual Learners: How All Preservice Teachers Can Be Prepared to Teach Culturally and Linguistically Diverse Students. Action in Teacher Education 39:3, pages 307-320.
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Madhavi Tandon, Kara Mitchell Viesca, Colin Hueston & Tamara Milbourn. (2017) Perceptions of linguistically responsive teaching in teacher candidates/novice teachers. Bilingual Research Journal 40:2, pages 154-168.
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Güliz Turgut Dost. (2016) Preparing linguistically responsive teachers through experiential foreign language tasks: A phenomenological study. Cogent Education 3:1.
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Cory Wright-Maley & Jennifer D. Green. (2015) Experiencing the needs and challenges of ELLs: Improving knowledge and efficacy of pre-service teachers through the use of a language immersion simulation. Cogent Education 2:1.
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Margarita Jimenez-Silva, Laura Gomez & Jesus Cisneros. (2014) Examining Arizona’s Policy Response Post Flores v. Arizona in Educating K–12 English Language Learners. Journal of Latinos and Education 13:3, pages 181-195.
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Laura Mahalingappa. (2023) Building teacher candidates’ self-efficacy beliefs about the education of multilingual learners: A linguistically responsive approach. Teaching and Teacher Education 131, pages 104190.
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Sharna Spittle, Michael Spittle, Kim Encel & Sho Itoh. (2022) Confidence and motivation to teach primary physical education: A survey of specialist primary physical education pre-service teachers in Australia. Frontiers in Education 7.
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Lydiah Kananu Kiramba, Qizhen Deng & Kara Viesca. (2022) Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students. Teaching and Teacher Education 116, pages 103757.
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Sharna Spittle, Anthony P. Watt & Michael Spittle. (2022) Development and Initial Validation of the Confidence and Motivation to Teach Primary Physical Education Questionnaire. Frontiers in Education 7.
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Chris K. Chang-Bacon. (2020) Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis. Educational Policy 36:3, pages 479-519.
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Sungmin Moon, Stacey L. Carpenter, Alexandria K. Hansen, Leslie Bushong & Julie A. Bianchini. (2021) Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores. School Science and Mathematics 121:8, pages 452-465.
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Ana Solano-Campos, Megan Hopkins & Laura Quaynor. (2018) Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory. Journal of Teacher Education 71:2, pages 203-217.
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Chris K. Bacon. (2018) “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners. Journal of Teacher Education 71:2, pages 172-187.
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Kelly M. Torres, Meagan C. Arrastia-Chisholm & Samantha Tackett. (2019) A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements. International Journal of Teacher Education and Professional Development 2:2, pages 85-101.
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Stefanie D. Livers & Liang-Yin. Lin. 2018. Advocacy in Academia and the Role of Teacher Preparation Programs. Advocacy in Academia and the Role of Teacher Preparation Programs 23 41 .
Yi-Hwa Liou, Nienke M. Moolenaar & Alan J. Daly. (2015) Developing and assessing educator beliefs about the common core. Educational Assessment, Evaluation and Accountability 28:4, pages 377-404.
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Leonissa V. JohnsonJolie Ziomek-DaigleNatoya Hill HaskinsPamela O. Paisley. (2018) An Investigation of School Counselor Self-Efficacy with English Language Learners. Professional School Counseling 20:1, pages 1096-2409-20.1..
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