Preparación del maestro para estudiantes bilingües emergentes: Implicaciones de la evidencia para la política

Translated title of the contribution: Teacher preparation for emergent bilingual students: Implications of evidence for policy

Francesca A Lopez, Lucrecia Santibañez

Research output: Contribution to journalArticle

Abstract

Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs’ needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs’ needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers’ self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.

Original languageSpanish
JournalEducation Policy Analysis Archives
Volume26
DOIs
StatePublished - Mar 12 2018

Fingerprint

teacher
evidence
student
self-efficacy
teacher training
certification
discourse
Teaching
school

Keywords

  • English language learners
  • Teacher effectiveness
  • Teacher preparation

ASJC Scopus subject areas

  • Education

Cite this

@article{9b2557e635cb4a6c90ef0cfa27b61e7b,
title = "Preparaci{\'o}n del maestro para estudiantes biling{\"u}es emergentes: Implicaciones de la evidencia para la pol{\'i}tica",
abstract = "Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs’ needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs’ needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers’ self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.",
keywords = "English language learners, Teacher effectiveness, Teacher preparation",
author = "Lopez, {Francesca A} and Lucrecia Santiba{\~n}ez",
year = "2018",
month = "3",
day = "12",
doi = "10.14507/epaa.26.2866",
language = "Spanish",
volume = "26",
journal = "Education Policy Analysis Archives",
issn = "1068-2341",
publisher = "Arizona State University",

}

TY - JOUR

T1 - Preparación del maestro para estudiantes bilingües emergentes

T2 - Implicaciones de la evidencia para la política

AU - Lopez, Francesca A

AU - Santibañez, Lucrecia

PY - 2018/3/12

Y1 - 2018/3/12

N2 - Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs’ needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs’ needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers’ self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.

AB - Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with similar EB student populations but disparate policies on ways to meet EBs’ needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs’ needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers’ self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed.

KW - English language learners

KW - Teacher effectiveness

KW - Teacher preparation

UR - http://www.scopus.com/inward/record.url?scp=85044110598&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85044110598&partnerID=8YFLogxK

U2 - 10.14507/epaa.26.2866

DO - 10.14507/epaa.26.2866

M3 - Article

AN - SCOPUS:85044110598

VL - 26

JO - Education Policy Analysis Archives

JF - Education Policy Analysis Archives

SN - 1068-2341

ER -