The study of self-efficacy in pre-service bilingual education teachers is not a thoroughly researched topic. This dissertation provides qualitative research about the inception of Spanish language self-efficacy of pre-service bilingual education teachers from a large university in Texas. By juxtaposing the experiences of two students with high levels of Spanish self-efficacy with two students who have low levels of Spanish self-efficacy, data gives insight to what influenced varying perceptions of self-efficacy amongst students who are in their last semester of coursework prior to student teaching. An extensive literature review provided the foundation for the conceptual framework. The framework includes individual backgrounds, societal influences, personal interactions, and modeling by others to note the evolution of each individuals' perception of self-efficacy in the Spanish language. Explicit instances of what experiences have had an impact on participants' Spanish language self-efficacy are highlighted. The resulting impacts to bilingual education and self-efficacy are discussed. Finally, the conclusion focuses on how this research can assist in promoting language equity for bilingual and multilingual students at varying academic levels.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538661 |
| Date | 08 1900 |
| Creators | Szwed, Amanda Rose |
| Contributors | González-Carriedo, Ricardo, Wickstrom, Carol, Pratt, Sarah, Stewart, Mary A |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 201 pages, Text |
| Rights | Public, Szwed, Amanda Rose, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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