Investigating Preservice Teachers' Self-Efficacy and Motivation to Teach English Language Learners (ELLs)

Autor/in	Ibrahim, Reem
Titel	Investigating Preservice Teachers' Self-Efficacy and Motivation to Teach English Language Learners (ELLs)
Quelle	In: International Journal of Modern Education Studies, 7 (2023) 1, S.75-104 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ibrahim, Reem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Self Efficacy; Student Attitudes; English Language Learners; Student Motivation; Teacher Education Programs; Predictor Variables; Teacher Competencies; Correlation; Classroom Techniques; Bilingualism; Misconceptions; Arkansas + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Schulische Motivation; Prädiktor; Lehrkunst; Korrelation; Klassenführung; Bilingualismus; Missverständnis
Abstract	This study investigated preservice teachers' self-efficacy and attitude in working with ELLs in Arkansas. The investigator employed a within-subject design to examine the interrelationships among social cognitive variables (self-efficacy, motivation, and teachers' preparation programs) and their role in predicting preservice teachers' confidence to teach ELLs in their future classrooms. The main finding of this study is that preservice teachers who are attending educational programs have high-levels of motivation and self-efficacy to work with ELLs in Arkansas. Furthermore, the results of this study revealed that preservice teachers show a strong and positive correlation between their level of confidence to engage ELLs in class activities, to create instructional strategies tailored for ELLs, and to manage ELLs classroom environment. Finally, the results of this study found that speaking a second-language and the level of intrinsic motivation are significant predictors of preservice teachers' self-efficacy to work with ELLs in their future classrooms. In general, these results are consistent with previous findings produced in the context of preservice and in-service teachers. [Note: The page range (75-105) shown on the PDF is incorrect. The correct page range is 75-104.] (As Provided).
Anmerkungen	International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01