Exploring Elementary Bilingual Teacher Candidates’ Self-Efficacy in Teaching Spanish Across Content Areas: A Multi-Method Study
Keywords:
bilingual teacher candidates, emergent bilinguals, self-efficacy, dual-language education, educator preparation programsAbstract
The shortage of bilingual teachers in Texas has persisted for over 30 years, disproportionately affecting the educational outcomes of emergent bilingual (EB) students, who represent 86% of the state’s English learner population and predominantly speak Spanish. This study investigates the self-efficacy of bilingual teacher candidates (TCs) in teaching Spanish in dual-language settings, addressing a critical gap in educator preparation programs (EPPs). Utilizing a multi-method approach, 20 bilingual TCs at a Hispanic-serving institution participated in a content area Spanish self-efficacy survey and semi-structured interviews. Quantitative findings indicate that TCs feel most confident in comprehending academic vocabulary but less efficacious in developing written lesson plans. Qualitative analysis highlights the positive impact of residency experiences on self-efficacy and identifies EPP strategies to enhance confidence. These results underscore the need for targeted support to prepare bilingual educators, addressing the “educational debt” EB students face.
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References
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