Collaborating with K-12 Partners: Improving Preservice Teachers’ Self-efficacy in Teaching Rural English Learners Science through a Guided Experiential Learning Opportunity
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.
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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