Abstract
The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers’ self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The self-perceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed.
Highlights
In order to be successful in the classroom, teachers require more than just knowledge of content and pedagogy (Knoblauch & Woolfolk Hoy, 2008)
The data indicated that upon completion of their teacher education programs, core French (CF) and French immersion (FI) teachers were similar in their perceived levels of self-efficacy, with a slightly higher sense of efficacy for the CF teachers
The French as a second language (FSL) teachers in this study did not feel confident to teach in FSL classrooms upon completion of their teacher education programs
Summary
In order to be successful in the classroom, teachers require more than just knowledge of content and pedagogy (Knoblauch & Woolfolk Hoy, 2008). Teachers’ beliefs regarding their capabilities in the classroom have been shown to have a notable impact on the entire educational process. These views influence teachers’ instructional practices (Gibson & Dembo, 1984); their classroom behaviour (Tschannen-Moran et al, 1998); and the classroom environment they create (Bandura, 1997). Swanson (2010) reported that teacher efficacy is further linked to teachers’ decisions to remain in or leave the profession, a significant finding given the shortage of French as a second language (FSL) teachers in Canada, the context of this study. Important is the fact that the highest attrition rate is among language teachers in their first 5 years on the job (Swanson, 2010, 2012, 2014)
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