Bilingual Education Teachers' Beliefs and Their Relation to Self-Reported Practices

Abstract

This exploratory survey study investigated teachers' beliefs about the nature of knowledge and how these beliefs influenced self-reported practices. An epistemological framework was used to explore these bilingual teachers' beliefs (N = 176). A bi-methodological approach was used to analyze the data. Themes for open-ended responses were identified and triangulated with descriptive findings. Multivariate analysis determined the relationships between variables. Findings demonstrated that bilingual teachers have specific beliefs about how bilingual children learn. Results indicated that prior experiences do influence bilingual teachers' beliefs, especially professional teaching. A theoretical, philosophically grounded teacher preparation program is considered vital in the preparation of effective teachers, for there to be a congruity between beliefs and practices. Lastly, to understand classroom realities, the exploration of teachers' beliefs, formations of beliefs, and the influence of beliefs on teaching practices must continue.