Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners
Abstract
This quasi-experimental study explores changes in preservice teachers’ reported self-efficacy and knowledge of instructional strategies in supporting English language learners (ELLs) after participating in an electronic pen-pal project. Seventy-four preservice teachers (experimental = 35; control = 39) participated in this study. The intervention involved a semester-long online letter exchange between the experimental group and ELL pen-pal partners in public schools. The study addresses two questions: What are the effects of an E-Pal project on preservice content-area teachers’ (1) reported self-efficacy in supporting ELLs, and (2) knowledge about the nature of instructional supports for ELLs in mainstream classrooms? Questionnaire data were analyzed using several ANOVA tests. Overall, results suggested that the E-Pal project had a positive effect on the reported self-efficacy and knowledge of instructional support of preservice teachers who participated in the experiment compared to those who did not. These results suggest that incorporating technology in field experiences in teacher education programs is worth the investment.
Reference
Mahalingappa, L., Hughes, E. M., & Polat, N. (2017). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 1-20. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
Journal
Language and Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
74
Duration of Data Collection
Data Sources
- Likert style survey
- pre- and post-questionnaires
Data Analysis Tools
Researcher Positionality
Research Questions
What are the effects of an E-Pal project on preservice PK-12 content-area teachers’
reported:
(1) Self-efficacy in supporting ELLs in mainstream classes?
Is this research question explicit from the manuscript? Yes
What are the effects of an E-Pal project on preservice PK-12 content-area teachers’
reported:
(2) Knowledge about the nature of instructional approaches and supports for ELLs in
mainstream classrooms?
Is this research question explicit from the manuscript? Yes