Investigating the Effect of Experiential Learning on Preservice Teachers’ Perception and Self-Efficacy with ELL Students
Document Type
Conference Proceeding
Publication Date
4-2020
Department
Teaching & Educational Leadership
Abstract
Grounded in Experiential Learning Theory (ELT), this study investigated the effect of a learning experience on preservice teachers’ perception regarding their ability to accommodate English Language Learners (ELL) in their future classrooms. Students attended a short lecture about an unfamiliar topic in a different language and then responded to a short survey to collect their perception. Participants were 40 preservice teachers attending courses focusing on foundations of special education and diverse learners. The results of the present study revealed a significant mean difference between students’ perception about ELL accommodation before and after their experience. Furthermore, students responded to questions regarding their ability to utilize the suitable response to intervention with ELL students. The results showed that students’ response to intervention and their self-efficacy to create suitable curricula were affected by this short experience. Finally, the results of students’ responses indicated that their perception did differ based on their gender and major. The implications and the importance of these findings will also be discussed.
First Page
1185
Last Page
1194
Publication Title
Society for Information Technology & Teacher Education International Conference
Publisher
2020 ASEE Virtual Annual Conference Content Access
Recommended Citation
Ibrahim, M., Callaway, R., Mayer, K. (2020, April). “Investigating the Effect of Experiential Learning on Preservice Teachers’ Perception and Self-Efficacy with ELL Students". In Society for Information Technology & Teacher Education International Conference (pp. 1185-1194). Association for the Advancement of Computing in Education (AACE).