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Pre-service teachers' implicit and explicit beliefs about English language learners: An implicit association test study |
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| Institution: | 1. Broward County Public Schools, 600 SE 3rd Ave, Fort Lauderdale, FL 33301, USA;2. University of Alabama, PO Box 870232, Tuscaloosa, AL 35487, USA;3. Georgia State University, 30 Pryor St. SE, Atlanta, GA 30303, USA;4. Temple University, 1301 Cecil B. Moore Ave, Ritter Hall/Ritter Annex (003-00), Philadelphia, PA 19122-6091, USA;1. Bergische Universität Wuppertal, Institute for Educational Research, School of Education, Gaußstraße 20, D-42119 Wuppertal, Germany;2. Medical School Berlin, Germany;1. School of Education and Childhood Studies, University of Portsmouth, St George''s Building, 141 High Street, Portsmouth, PO1 2HY, UK;2. Netley March CE Infant School, Ringwood Rd, Woodlands, Southampton, SO40 7GY, UK;1. TU Dortmund University, Department of Sport and Sport Science, Germany;2. University of Potsdam, Sport and Exercise Psychology, Germany |
| Abstract: | Pre-service teachers' attitudes and beliefs about English Learners (ELs) are especially critical as they enter their professions among an increasingly diverse student population. This study uses an Implicit Association Test to explore implicit and explicit beliefs and attitudes of pre-service teachers about ELs. Pre-service teachers from a Southeastern U.S. university hold generally positive implicit beliefs about ELs and express positive expectations for working with ELs and school support. Implicit association test measures have potential as tools for preparing pre-service teachers and evaluating the impact of interventions that seek to improve teachers’ readiness to serve this population. |
| Keywords: | English language learners Bias Implicit association test Teacher beliefs School support |
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