Sheltered Instruction Observation Protocol Model: An Effective Way of Promoting Teacher Candidates’ Self-Efficacy in Teaching English Language Learners

Yujuan Shi, Amani Zaier, Faith Maina

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the four sources of self-efficacy of English as a Second Language (ESL) Teacher Candidates (TCs) in implementing the Sheltered Instruction Observation Protocol (SIOP) model for Pre-K–5 English Language Learners (ELLs). Qualitative data were obtained from the TCs’ peer-and self-evaluation reports, reflective writings and instructor’s feedback. The impact of implementing SIOP model on enhancing the sources of TCs’ self- efficacy and the approaches used by TCs has been explored. The results indicate that implementing SIOP model can improve the sources of TCs’ self-efficacy: performance achievement, vicarious experience, verbal persuasion, and psycho-physiological state. The SIOP model provides a set of effective strategies and practices for teaching content to ELLs, and it can be a positive model for enhancing TCs’ self-efficacy in teaching ELLs.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalInternational Journal of Diversity in Education
Volume21
Issue number2
DOIs
StatePublished - 2020

Keywords

  • SIOP Model
  • Teacher Candidate’s Self-Efficacy
  • Teaching ELLs

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