آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,304 |
| تعداد مقالات | 15,950 |
| تعداد مشاهده مقاله | 52,286,456 |
| تعداد دریافت فایل اصل مقاله | 15,044,392 |
The Impact of MA TEFL Curriculum on Student Teachers’ Self-Efficacy | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 6، دوره 8، شماره 17، مهر 2016، صفحه 115-146 اصل مقاله (435.59 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Elaheh Sotoudehnama* 1؛ Maryam Fakhari2 | ||
| 1Associate Professor of TEFL, Alzahra University | ||
| 2M.A. Graduate in TEFL, Alzahra University | ||
| چکیده | ||
| The importance of professional development programs in enhancing teacher self-efficacy has attracted the attention of researchers in the realm of teacher education for two decades. However, the role of university programs and their curriculum in developing teachers’ self-efficacy has not been given adequate attention, specifically in educating EFL teachers. This study investigated the impact of MA TEFL curriculum on student teachers’ self-efficacy. To control the influence of experience, the self-efficacy of experienced students in teaching and novice ones was examined as well. To this end, 277 MA TEFL students from the seven major state universities of Tehran participated in this project. The results indicated that MA TEFL courses did not significantly affect teacher self-efficacy of MA TEFL students. However, a significant difference was found between novice teachers and experienced ones in terms of their self-efficacy and its subcomponents. Also, the findings of the semi-structured interviews revealed unlike the novice ones who were more interested in practicum, the experienced ones were in favor of both theoretical and practical courses. Despite this difference, some similarities were found, specifically in efficacy for classroom management and instructional strategies. | ||
| کلیدواژهها | ||
| teacher self-efficacy؛ teacher professional development programs؛ teacher experience؛ MA TEFL Curriculum | ||
| مراجع | ||
|
Akbari, R., & Moradkhani, S. (2010). Iranian English teachers’ self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47.
Aliakbari, M., & Ghoreyshi, M. (2013). On the evaluation of master of arts program in teaching English as a foreign language (TEFL) at Ilam University. European Online Journal of Natural and Social Sciences, 2(2), 545-558.
Almarza, G. G. (1996). Student foreign language teachers’ knowledge growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). New York, NY: Cambridge University Press.
Anderson, K., & Hirschkorn, M. (2012). Student teachers’ perceptions of success: A tale of two universities. International Journal of Management, Knowledge and Learning, 1(2), 189-204.
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11(2), 203-219.
Baines, L. (2010). The teachers we need vs. the teachers we have: The realities and the possibilities. New York, NY: Rowman & Littlefileld.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development: Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180.
Bell, S. (2010). Project-based learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Borg, M. (2004). Key concepts in ELT: The apprenticeship of observation.ELT Journal, 58(3), 274-276.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(3), 3-15.
Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. The Professional Educator, 26(1),13-21.
Brousseau, B. A., Book, C., & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.
Campbell, J. (1996). A comparison of teacher efficacy for pre and in-service teachers in Scotland and America. Education, 117(1), 2-11.
Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education,14(3), 177-192.
Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272.
Chase, S., & Merryfield, M. (2000). After the honeymoon is over: What eight years of collaboration have taught us about school/university collaboration in social studies and global education. In M. Jhonston, P. Brosnan, D. Cramer, & T. Dove (Eds.), Collaboration reform and other improbable dreams: The challenges of professional development schools (pp.121-141). New York, NY: State University of New York Press.
Choy, D., Wong, A. F. L., Lim, K. M., & Chong, S. (2013). Beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching: A three year study. Australian Journal of Teacher Education, 38(5), 68-79.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacocks’ model. Australian Journal of Teacher Education, 35(6), 24-42.
Coughlan, C-M., J. (2008). The study of China in universities: A comparative case study of Australia and the United Kingdom. London, England: Cambridge University Press.
Darling-Hammond, L. (2013). Building a profession of teaching: Teacher educators as change agents. In M. Ben-Peretz, S. Kleeman, R. Reichenberg, & S. Shimoni (Eds.), Teacher Educators as Members of an Evolving Profession (pp. 87-102). New York, NY: Rowman & Littlefield.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
Darling-Hammond, L., Wei, R. C., Andree, A., & Richardson, N. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
De la Torre Cruz, M. J., & Casanova Arias, P. F. (2007). Comparative analysis of experiences of efficacy in in-service and prospective teachers. Teaching and Teacher Education, 23(5), 641-652.
Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
Ewards, C., & Owen, C. (2002). What should go into an MA TEFL programme? Teachers’ evaluation of the taught components of a sample programme. ELTED, 7, 53-73.
Ferguson, G., & Donno, S. (2003). One-month teacher training courses: time for a change? ELT Journal, 57(1), 26-33.
Foroozandeh, E., Riazi, A., & Sadighi, F. (2008). TEFL program evaluation at master's level in Iran. TELL, 2(6), 71-100.
Fullan, M. (1995). The limits and potential of professional development. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 253-267). New York, NY: Teachers College Press.
Fullan, M. (2005). Fundamental Change: International Handbook of Educational Change. New York, NY: Springer.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Govardhan, A., Nayar, B., & Sheorey, R. (2013). Do U.S. MA TESOL programs prepare students to teach abroad? TESOL Quarterly, 33(1), 114-25.
Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21(2), 245-259.
Guskey, T. R. (1988). Teacher efficacy, self-concept and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
Harding, K., & Parsons, J. (2011). Improving teacher education programs. Australian Journal of Teacher Education,36(11), 51-61.
Harwell, S. H. (2003). Teacher professional development: It’s not an event, it’s a process. Waco, TX: CORD.
Hernández, M. S. (2009). Graduates’ degree of satisfaction with the MA program in teaching English as foreign language at the University of Costa Rica. Revista de Lenguas Modernas, 10, 373-392.
Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Psychology, 27(2), 279-300.
Hughes, C. (1998) Practicum learning: Perils of the authentic workplace. Higher Education Research & Development, 17(2), 206-207.
Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110(1), 1-63.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes, and efficacy. Professional Development for Teachers and School Leaders, 13(10), 1-28.
Johnson, K. (2002). Action for understanding: A study in teacher research with exploratory practice. In Karen, E. J., & Paula. R. G. (Eds.), Teachers’ narrative inquiry as professional development (pp. 60-73). New York, NY: Cambridge University Press.
Khodaverdi, N. (2009). The relationship between teachers’ and learners’ expectations of teacher efficacy and second teacher and learner characteristics (Unpublished master’s thesis). Tarbiat Modares University, Iran, Tehran.
Klassen, M. R., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Klassen, R. B., Durksen, T. L., & Tze, V. M. C. (2014). Teachers’ self-efficacy beliefs: Ready to move from theory to practice. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher Motivation: Theory and Practice (pp.100-116). New York, NY: Routledge.
Korthagen, F. A. J. (2000, April). Linking practice and theory: The pedagogy of realistic teacher education. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
Kunzman, R. (2002). Pre-service education for experienced teachers: What step teaches those who have already taught. Issues in Teacher Education, 11(1), 99-112.
Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education, 38(1), 27-44.
Malderez, A., & Bodcozky, C. (1999). Mentor course: A resource book for trainer-trainers. Cambridge, CB: Cambridge University Press.
Mauch, J. E., & Park, N. (2003). Guide to the successful thesis and dissertation: A handbook for students and faculty (5th ed.). New York, NY: Marcel Dekker.
Maxom, M. (2009). Teaching English as a foreign language for dummies. Chichester: John Wiley & Sons.
Nieswandt, M., & McEneaney, E. H. (2009). Approaching classroom realities: The use of mixed methods and structural equation modeling in science education research. In Mack, C. S., Larry, D. Y., & Brian, H. (Eds.), Quality research in literacy and science education: International perspectives and goal standards (pp. 189-211). Netherlands: Springer.
Northfield, J. (1998). Teacher education and practice of science teacher education. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of teachers and teaching (pp. 695-706). Dordrecht, The Netherlands: Kluwer.
Page, C. S., Pendergraft, B., & Wilson, J. (2014). Examining elementary teachers’ sense ofefficacy in three settings in the Southeast. Journal of Inquiry & Action in Education, 5(3), 31-41.
Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (pp. 1-49). Greenwich, CT: JAI Press.
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
Pendergast, G., Garvis, S., & Keogh, J. (2011). Pre-service student-teachers self-efficacy beliefs: An insight into making of teachers. Australian Journal of Teacher Education, 36(12), 46-58.
Pocklington, T., & Tuppe, A. (2002). No place to learn: Why universities aren’t working. Vancouver: UBC Press.
Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707.
Razi, N., & Kargar, A. A. (2014). Evaluation of in-service language teacher education program in Iran. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(1), 221-236.
Ross, J. A. (1994, June). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the annual meeting of' the Canadian Asociation for Curiculum Studies, Calgary, Alberta,Canada.
Ross, J. A., & Bruce, C. D. (2007). Professional development effects on teacher efficacy: Results of a randomized field trial. Journal of Educational Research, 101(1), 50-60.
Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385-400.
Ryan, G., Toohey, S., & Hughes, C. (1996) The Purpose, value and structure of the practicum in higher education: A literature review. Higher Education, 31(3), 355-377.
Schunk, D. H. & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation. New York, NY: The Guilford Press.
Smith, S. M. (2002). Using the social cognitive model to explain vocational interest in information technology. Information Technology, Learning, and Performance Journal, 20(1), 1-9.
Soontornwipast, K. (2008). An impact evaluation of a masters TEFL Program operating at a language institute in Thailand (Doctoral dissertation, California State University). Retrieved from http://vuir.vu.edu.au/1959/1/soontornwipast.pdf
Stone, B., & Mata, S. (2000). Are we adequately preparing teachers for California class-size reduction? In D. J. McIntyre & D. M. Byrd (Eds.), Research on effective models for teacher education: Teacher education (pp. 203-217). Thousand Oaks, CA: Corwin Press.
Tanriseven, I. (2012). Examining primary school teachers’ and teacher candidates’ sense of efficacy. Procedia-Social and Behavioral Sciences, 47, 1479-1484.
Tarone, E., & Allwright, D. (2005). Second language teacher learning and student and second language learning: Shaping the knowledge base. In D. J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 5-24). London, England: Lawrence Erlbaum Associations.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17(7), 783-805.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2002, April 2). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Wallace, M. J. (1991). Training foreign language teachers. Cambridge, CB: Cambridge University Press.
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge, CB: Cambridge University Press.
Wolters, G. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181-193.
Woodcock, S. (2011). A cross-sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 23-34.
Woolfolk Hoy, A. (2000). Changes in teacher efficacy during the early years of teaching. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Woolfolk Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
Woolfolk Hoy, A., & Murphy, P. K. (2001). Teaching educational psychology to the implicit mind. In B. Torff, & R. Sterberg (Eds.), Understanding and teaching the intuitive mind (pp. 145-185). Mahwah, NJ: Lawrence Erlbaum.
Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215-246. | ||
|
آمار تعداد مشاهده مقاله: 1,990 تعداد دریافت فایل اصل مقاله: 2,923 |
||