PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY

The concept of teacher self-efficacy is a multifaceted construct which assumes a principal role in teachers’ personal judgements of their capabilities for accomplishing prescribed tasks. The traces of the development of the self-efficacy concept of teachers’ can be traced in the pre-service educatio...

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Autores principales:	Umut M. SALİHOĞLU, Serkan GÜRKAN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	teacher self efficacy beliefs, pre service teacher education, english language teaching, self effica Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/8a6b5bb830fa47a6913d4914e5b18b20
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id	oai:doaj.org-article:8a6b5bb830fa47a6913d4914e5b18b20
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spelling	oai:doaj.org-article:8a6b5bb830fa47a6913d4914e5b18b202021-11-24T09:20:52ZPRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY2148-416310.9761/JASSS3205https://doaj.org/article/8a6b5bb830fa47a6913d4914e5b18b202019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1228801379_30.%20Ar%C5%9F.%20G%C3%B6r.%20Umut%20M.%20SAL%C4%B0HO%C4%9ELU.pdf&key=27699https://doaj.org/toc/2148-4163The concept of teacher self-efficacy is a multifaceted construct which assumes a principal role in teachers’ personal judgements of their capabilities for accomplishing prescribed tasks. The traces of the development of the self-efficacy concept of teachers’ can be traced in the pre-service education periods and how they evaluated the quality of that education. The present paper concentrates on examining the self-efficacy beliefs of pre-service teachers of English Language teaching. The participants of the study were 34 pre-service teachers studying at the English Language Teaching Department of a large public university in Turkey. For data collection the long form version of “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran & Woolfolk Hoy (2001) and focus group discussion were used. The findings revealed that the pre-service English teachers held high levels of self-efficacy beliefs; further investigations revealed that gender was not an indicator of self-efficacy belief level for male or female teacher candidates. The focus group study has shown that the participants were clearly aware of their existing conditions and were satisfied with most components of the pre-service teacher education program that supported their efficacy beliefs. The prospective teachers also mentioned that the practices implemented and the courses in the program helped them to reshape their former beliefs and thoughts about language learning and teaching. The study concludes with the suggestions for further research to be carried out with pre-service teachers.Umut M. SALİHOĞLUSerkan GÜRKANFırat Universityarticleteacher selfefficacy beliefs, preservice teacher education, english language teaching, selfefficaSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 9, Iss 42, Pp 493-505 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	teacher self efficacy beliefs, pre service teacher education, english language teaching, self effica Social Sciences H Social sciences (General) H1-99
spellingShingle	teacher self efficacy beliefs, pre service teacher education, english language teaching, self effica Social Sciences H Social sciences (General) H1-99 Umut M. SALİHOĞLU Serkan GÜRKAN PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
description	The concept of teacher self-efficacy is a multifaceted construct which assumes a principal role in teachers’ personal judgements of their capabilities for accomplishing prescribed tasks. The traces of the development of the self-efficacy concept of teachers’ can be traced in the pre-service education periods and how they evaluated the quality of that education. The present paper concentrates on examining the self-efficacy beliefs of pre-service teachers of English Language teaching. The participants of the study were 34 pre-service teachers studying at the English Language Teaching Department of a large public university in Turkey. For data collection the long form version of “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran & Woolfolk Hoy (2001) and focus group discussion were used. The findings revealed that the pre-service English teachers held high levels of self-efficacy beliefs; further investigations revealed that gender was not an indicator of self-efficacy belief level for male or female teacher candidates. The focus group study has shown that the participants were clearly aware of their existing conditions and were satisfied with most components of the pre-service teacher education program that supported their efficacy beliefs. The prospective teachers also mentioned that the practices implemented and the courses in the program helped them to reshape their former beliefs and thoughts about language learning and teaching. The study concludes with the suggestions for further research to be carried out with pre-service teachers.
format	article
author	Umut M. SALİHOĞLU Serkan GÜRKAN
author_facet	Umut M. SALİHOĞLU Serkan GÜRKAN
author_sort	Umut M. SALİHOĞLU
title	PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
title_short	PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
title_full	PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
title_fullStr	PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
title_full_unstemmed	PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY
title_sort	pre-service elt teachers and the concept of teachers’ sense of self-efficacy
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/8a6b5bb830fa47a6913d4914e5b18b20
work_keys_str_mv	AT umutmsalihoglu preserviceeltteachersandtheconceptofteacherssenseofselfefficacy AT serkangurkan preserviceeltteachersandtheconceptofteacherssenseofselfefficacy
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PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY

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