Merging Authentic Field Experiences with Direct Interactions with Parents of ELs to Improve Hispanic Pre-service Teachers’ Self-Efficacy toward Parental Involvement

Dados Bibliográficos

ID12763549
AutoresJosefina Tinajero (0000-0003-3027-3248, The University of Texas at El Paso), Song A An (0000-0003-2213-7406, The University of Texas at El Paso, autor correspondente), Robert J Tinajero (University of North Texas at Dallas)
Ano2022
Volume23
Fascículo2
Páginas566-575
Data de publicação2022-12-10
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Latinos and Education (JOURNAL)
Identificadores do periódicoISSN: 1532-771X • E-ISSN: 1534-8431
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2022.2156519
OpenAlexW4312099030
IdiomaEN
Citações recebidas1
Referências citadas32

This study offered a group of preservice bilingual generalists’ opportunities for one semester to engage in a unique form of professional development that merged authentic field experiences with direct interaction with parents and families of ELs. Specifically, the study investigated how Hispanic pre-service teachers’ self-efficacy and dispositions about parental involvement changed as a result of having participated in this type of professional development. Thus, the current study went beyond the teacher education boundary from college campus to local schools and then to students’ families providing pre-service teachers the opportunity to experience direct interactions with parents that improved their self-efficacy toward parental involvement

Developmental psychology · Field (mathematics · Self-efficacy · Diverse Education Studies and Reforms · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology