Abstract
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for English learners. However, more experiences learning scientific concepts and pedagogy are needed to increase preservice teachers’ self-efficacy in teaching science. Results suggest these experiences could be a viable approach to improving self- efficacy in teaching English learners through experiential learning within educator preparation coursework.
Recommended Citation
Manning, D., & Pearce, E. (2020). Collaborating with K-12 Partners: Improving Preservice Teachers’ Self-efficacy in Teaching Rural English Learners Science through a Guided Experiential Learning Opportunity. Journal of English Learner Education. (11)1. 11-32.
Retrieved from https://stars.library.ucf.edu/jele/vol11/iss1/2
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
