Self-Efficacy-Forming Experiences for Experienced Teachers Working with Multilingual Learners

Abstract

To enhance teachers’ preparedness to support the growing number of multilingual learners, teacher educators need to engage inservice teachers working across K-12 settings in continued professional learning. In this study, we described a teacher education program designed for inservice teachers who were from diverse backgrounds and worked in a variety of instructional settings involving multilingual learners. Based on survey and follow-up interview data, teachers reported enhanced preparedness to work with multilingual learners and shared self-efficacy-forming experiences through the program. The findings revealed learning opportunities aligned with the sources of teachers’ self-efficacy including knowledge development, mastery experiences, and vicarious learning experiences. Implications for inservice teacher education programs that prepare educators for multilingual learners were provided.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the United States Department of Education under the National Professional Development Grant [number T365Z170203].