TY - JOUR
T1 - Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners
T2 - A Multilevel Study
AU - Deng, Qizhen
AU - Kananu Kiramba, Lydiah
AU - Mitchell Viesca, Kara
N1 - Publisher Copyright:
© 2020 American Association of Colleges for Teacher Education.
PY - 2021/9
Y1 - 2021/9
N2 - This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
AB - This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
KW - Bilingual/English language learners
KW - professional development
KW - school backgrounds
KW - teacher characteristics
KW - teacher education preparation
UR - http://www.scopus.com/inward/record.url?scp=85096105242&partnerID=8YFLogxK
UR - https://scholarworks.boisestate.edu/literacy_facpubs/115
U2 - 10.1177/0022487120971590
DO - 10.1177/0022487120971590
M3 - Article
SN - 0022-4871
VL - 72
SP - 489
EP - 503
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 4
ER -