The domain-specific nature, and the organisational, instructional and emotional components of teacher self-efficacy have been widely explored in research in education for over 40 years. This presentation examines teacher self-efficacy in relation to the use of plural approaches to the inclusion of plurilingual and pluricultural pupils in French primary schools. Navigating the mismatch between the values, rules, beliefs and linguistic expectations of home and school can be challenging for this group of pupils, who require high levels of self-efficacy, which positively impacts resilience, persistence and willingness to try hard, if they are to succeed. Recent research highlights links between high teacher self-efficacy, the development of high pupil self-efficacy, and the use of inclusive classroom practices. This paper investigates the extent to which the experiences of future primary-school teachers in France during their periods of teaching practice are likely to contribute to the development of high levels of self-efficacy in relation to the use of plural pedagogical practices. Data was collected from 300 student-teachers enrolled in a two-year pre-service teacher education programme using an online questionnaire and follow-up interviews which examined their self-efficacy feelings in relation to plural classroom practices, and their enactive and vicarious experiences of these practices during teaching practice. The results suggest that despite some positive points, overall exposure to language awareness activities during teaching practice is not systematic enough to really impact the evolution of high TSE in this domain. The findings have important implications for the content of the pre-service teacher education programme.

Authors:
Kari Stunell, Université De Bordeaux, France

About the Presenter(s)
Dr Kari Stunell is currently a lecturer at the Université de Bordeaux, France. She teaches language teaching pedagogy and didactics. Her research centres on the interaction between language, culture and identity and the impacts of this on learning.

See this presentation on the full schedule – Wednesday Schedule

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