Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

Abstract

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.