Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study

Autor/in	Garza, Janelly Lizeth
Titel	Elementary Bilingual Education Teachers' Self-Efficacy in Teaching English Language Learners: A Qualitative Case Study
Quelle	(2022), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6446-5
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; School Districts; English Language Learners; Hispanic American Students; Bilingual Education; Bilingual Teachers; Language Proficiency; Sociocultural Patterns; Case Studies; Social Cognition; Spanish; English (Second Language); Second Language Learning; Teacher Attitudes; Teacher Education Programs; Cultural Influences; Educational Change; Teaching Methods; Cultural Background; Native Language; Decision Making; Shyness; Pedagogical Content Knowledge; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; School district; Schulbezirk; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; Soziokulturelle Theorie; Case study; Fallstudie; Case Study; Soziale Kognition; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Cultural influence; Kultureinfluss; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Schüchternheit; Pädagogische Kompetenz
Abstract	With the increased number of Hispanic English language learners (ELLs) enrolled in U.S schools, there has been a need to prepare elementary bilingual education teachers with knowledge of content and language objectives to better serve the language proficiency needs of Hispanic ELLs. The purpose of this study was to explore the perspectives and experiences of elementary bilingual education teachers regarding their perceived lack of preparedness. The study's theoretical framework consisted of Vygotsky's (1978) sociocultural theory, which infers that learning occurs in social contexts and knowledge is transmitted based on cultural influences. Also framing this study was Bandura's (1986) social cognitive theory, which infers that an individual's behaviors reflect their self-efficacy to accomplish tasks. A qualitative descriptive case study design was selected to explore the experiences of 14 participants from four school districts located in the Rio Grande Valley. Data collection methods included 14 virtual structured interviews and one virtual focus group session. Data was analyzed through open coding and thematic analysis method. The findings revealed that teacher beliefs about their preparedness to teach ELLs impacted their instructional decisions based on sociocultural factors. The nine themes identified were: (a) teachers' beliefs about their preparedness, (b) instructional changes during instruction, (c) passion for teaching impacts preparedness, (d) shared cultural and linguistic backgrounds resemble preparedness, (e) strategies teachers use to prepare themselves, (f) students cultural and linguistic backgrounds impact instruction, (g) data drives instructional decisions, (h) teachers use of instructional strategies for ELLs, and (i) creating comfortable learning environments for "shy kids." The implications suggest the need to explore how innovative professional development can influence teachers' beliefs, instructional decisions and ELLs academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01