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Preparing Pre-Service Teachers to Work With English Learners With Special Education Needs
Abstract
This chapter reports a mixed methods research study with preservice teachers (PSTs) enrolled in different teacher credentialing programs at a public university in the Midwestern United States. The purpose of the study is twofold: to explore PSTs' self-efficacy and outcome expectancy beliefs to teach and assess English Learners with special education needs and to explore the relationship between PSTs' self-efficacy and outcome expectancy beliefs and with demographic and experiential factors. The findings of the study demonstrate that most PSTs did not feel capable or prepared to teach and assess English Learners with disabilities. The chapter ends with implications for collaborative teacher education and research.
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