A Critical Examination of Normalistas' Self-Conceptualization and Teacher-Efficacy

Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers (normalistas ) were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas'ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization factors were identified: personality (carácter ), interests, occupational activity, interpersonal style, and moral worth. The multivariate regression analysis of self-concept and teacher efficacy constructs showed that the participants'view of self, specifically character, and moral worth may affect their teacher efficacy ( p < .05). Researchers suggest that teacher preparation programs focus on the development and enhancement of normalistas' sociopolitical awareness to ensure understanding of U.S. language minority students' educational needs.