Novice general education teachers’ perceptions of preparedness in U.S. public schools: The impact of learning about and working with multilingual students

Authors

Lydiah Kananu Kiramba, University of Nebraska–LincolnFollow
Qizhen Deng Ph.D., Boise State UniversityFollow
Kara Viesca, University of Nebraska - LincolnFollow

Document Type

Article

Date of this Version

2022

Citation

Published in Teaching and Teacher Education 116 (2022) 103757

doi:10.1016/j.tate.2022.103757

Comments

Copyright 2022 Elsevier Ltd. Used by permission.

Abstract

This study examined perceptions of preparedness among novice general education teachers using 2015/ 16 National Teacher and Principal Survey data. Results show that teachers with training in teaching multilingual learners reported higher perceived preparedness than those without across all five general aspects of teaching (i.e., instructional methods, teaching subject matters, assessing students, differentiating instruction, and using assessment data to inform instruction). Further, teacher preparedness in differentiating instruction was positively associated with the percentage of multilingual learners in a teacher's classroom. Findings suggest that learning to teach multilingual learners supports novice general content teachers to feel more prepared as teachers overall.