Teacher Self-efficacy Beliefs Research Articles

Language teacher self-efficacy beliefs for pronunciation instruction

Abstract Studies on language teachers’ self-efficacy (LTSE) have gained attention in recent years; however, limited research has explored LTSE in specific domains of language instruction, particularly pronunciation. The present study employs a domain-specific survey to measure English as a second language (ESL) teachers’ self-efficacy in pronunciation instruction (PI) in Canadian classrooms. Data from the survey and follow-up interviews were analyzed to explore ESL teachers’ overall self-efficacy beliefs, relationships with language, and pronunciation proficiencies. The findings reveal that ESL teachers in Canada generally report high levels of self-efficacy for teaching pronunciation. While the correlation between general language proficiency and self-efficacy was not significant, the correlation between their pronunciation proficiency and self-efficacy for teaching pronunciation was significant, even though it falls below the benchmark for small effect size.

Teacher self-efficacy and teaching quality: A three-wave longitudinal investigation.

Self-efficacy beliefs have cyclical nature as they enhance performance and performance, in turn, influences subsequent self-efficacy beliefs. Likewise, teacher self-efficacy is proposed to shape teaching quality which, in turn, informs future teacher self-efficacy beliefs. To examine these associations, longitudinal studies are needed but are still sparse. Therefore, the present research employed a three-wave longitudinal design to examine the predictive effects of teacher self-efficacy on teaching quality as well as the predictive effects of teaching quality on future teacher self-efficacy by using data from large samples of secondary school teachers (N = 1030) and their students (N = 17,381). Teachers self-reported their efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management whereas students rated the teaching quality (i.e., cognitive activation, classroom management, and student support) of their teachers. The results of the multilevel structural equation modelling showed that all three dimensions of teacher self-efficacy predicted teaching quality but teaching quality, in turn, predicted only teacher efficacy for student engagement. These results suggest that efforts in raising teacher self-efficacy may show fruitful in raising overall teaching effectiveness.

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation

This study examined the relationships among teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout, with the intention of exploring the mediating roles of interpersonal mindfulness and emotion regulation. A total of 224 elementary school teachers from 36 elementary schools in a high-poverty, inner city setting in the Northeastern United States participated voluntarily in the study. Correlation and path analyses were conducted to analyze the data. The results of the study showed that teachers’ self-efficacy beliefs, interpersonal mindfulness, emotion regulation, and burnout were significantly related to each other. The results also showed that teachers’ interpersonal mindfulness and expressive suppression served as crucial mediating pathways from self-efficacy to burnout; thereby should be considered among the inventory of psychological resources that protect teachers against burnout.

Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan

With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching and their professional development in the early stage. This study adopted a quantitative research method to examine the changes in the self-efficacy and pedagogical beliefs of preservice teachers after student teaching during the initial teacher education stage in the Japanese context and how preservice teachers’ self-efficacy and pedagogical beliefs changed during the COVID-19 pandemic. A sample of 133 preservice primary teachers in a university in Western Japan was recruited in this study. Two structured surveys were used to collect the data, and factor analyses and paired t-tests were fitted. This study verified the validity and internal consistency of two surveys in the Japanese context. The results showed that the Japanese preservice teachers’ self-efficacy made a steeper change after student teaching. Their pedagogical beliefs increased significantly, however, yielded a small effect. The results suggested that student teaching is an essential source of influence on preservice teachers’ self-efficacy and pedagogical beliefs. This study contributes to the meaningful application of theories developed in the West to Japan by highlighting the Japanese educational context. This study provides implications for effectively reinforcing preservice teachers’ self-efficacy and pedagogical beliefs through developing deeper reflection skills, thus supporting them to overcome various challenges in their future teaching careers.

Understanding factors affecting fundamental school teachers’ use of technology in Luxembourg through a survey study

Over the last few decades, Information and Communication Technologies (ICT) have brought about significant disruptions across nearly every industry, including education. Acknowledging the power of the digital revolution to make a positive change, educational policy makers in Luxembourg have made efforts to translate these trends into policies leveraging the potential of technologies while also tackling the challenges they present. However, these efforts and their impact on teacher ICT integration behaviors in Luxembourg are rather underexplored. The aim of the study was to examine and understand factors associated with efficient educational technology practices. The study data were collected through an online survey of 159 teachers and analyzed through a mixed-method approach, including regression and correlation analyses. Findings shed light on the connections between professional use of ICT and a set of interrelated factors such as (a) teacher attitudes followed by (b) subjective norms, (c) teacher self-efficacy beliefs, (d) facilitating conditions, (e) teacher value beliefs, and (f) fundamental pedagogical beliefs. The study also revealed possible deterrents and challenges of ICT integration in Luxembourgish fundamental schools, including gaps between teacher ICT competencies and advanced ICT uses, class management issues, and developed suggestions for professional development training to ensure efficient and advanced ICT uses in the classroom.

A Test of Dublin Anti-bullying Self-Efficacy Scale for Teachers (DABSE-T)

AbstractEmerging evidence suggests that anti-bullying programmes should have a particular focus on teacher self-efficacy for peer bullying prevention and intervention at schools. To address this suggestion, a theoretical framework and a measurement scale are needed to evaluate teacher anti-bullying self-efficacy and determine its role in the effectiveness of these anti-bullying programmes. The present research aims to adapt the Anti-Bullying Self-Efficacy Theory and test the psychometric properties of the Dublin Anti-Bullying Self-Efficacy Scale (DABSE) for teachers. A convenience sample of 221 teachers (38.9% from primary and 61.1% from post-primary schools) responded to the DABSE-T following participation in FUSE, a school anti-bullying programme in Ireland. The factorial structure of the scale was assessed using Exploratory Factor Analysis (EFA), Principal Axis Factoring with Promax Oblique rotation. Construct validity (convergent and divergent validity) was assessed using the criteria of Average Variance Extracted (AVE > .50) and the heterotrait-monotrait ratio of correlations (HTMT). Composite reliability was estimated as an indicator of internal consistency. The DABSE-T demonstrated satisfactory psychometric properties, suggesting that it is a valid and reliable measure of teacher self-efficacy beliefs, which encompass recognition of bullying behaviour, comprehension of the need for immediate intervention, acceptance of responsibility, knowledge of appropriate actions, and intervention implementation. The scale can be used to evaluate the effectiveness of anti-bullying interventions and identify teachers who may require additional support in addressing bullying incidents.

Öğretmenlerin Yapılandırmacı Yaklaşımı Uygulamaya Yönelik Öz-yeterlik İnançlarının İncelenmesi

Yapılandırmacı yaklaşımın uygulanmasında en önemli rollerden birini öğretmenler üstlenmektedir. Öğretmenlerin bu rollerini yerine getirirken dikkate alınacak özelliklerinden biri ise öz-yeterlik inançlarıdır. Öz-yeterlik inancının öğrenme ortamlarındaki uygulamalara etkisinin öneminden hareketle, araştırmada öğretmenlerin yapılandırmacı yaklaşımı uygulamaya yönelik öz-yeterlik inançlarının düzeylerini belirlemek amaçlanmıştır. Araştırmada ayrıca öğretmenlerin oluşturdukları metaforlar da incelenmiştir. Karma desende tasarlanan araştırmanın evrenini, İstanbul ilindeki Anadolu liselerinde çalışan öğretmenler oluşturmaktadır. Örneklemin seçiminde tabakalı örnekleme yöntemi kullanılmıştır. Araştırmada, evrende yer alan okullar, Merkezi Sınav Puanı yüzdelik dilimlerine göre homojen alt gruplara ayrılmıştır. Belirlenen alt tabakalardan örneklemler seçkisiz örnekleme yöntemi ile seçilerek örneklemin temsil gücü garanti altına alınmaya çalışılmıştır. Araştırmanın nitel boyutunda da aynı grup ile çalışılmıştır. Araştırmanın nitel boyutundaki çalışma grubu da, nicel boyut kapsamında örnekleme alınan öğretmenlerden oluşmaktadır. Araştırmanın nicel kısmında veriler, Öğretmenlerin Yapılandırmacı Yaklaşımı Uygulamaya Yönelik Öz-Yeterlik İnanç Ölçeği (YÖİÖ) ile toplanmıştır. Nitel kısımda ise öğretmenlerin yapılandırmacı anlayışa ilişkin sahip oldukları metaforlar belirlenerek üst ve alt öz-yeterlik düzeylerine göre sınıflandırılmıştır. Nicel verilerin analizinde çoklu varyans analizi (MANOVA) kullanılmış; nitel veriler ise içerik analizi yöntemiyle çözümlenmiştir. Sonuçlar, öğretmenlerin yapılandırmacı yaklaşımı uygulamaya yönelik öz-yeterlik inanç düzeylerinin yüksek olduğunu göstermiştir. Öğretmenlerin ölçek puanları kıdem değişkenine göre anlamlı şekilde farklılaşırken, branş ve eğitim düzeyi değişkenlerine göre anlamlı farklılık göstermemiştir. Araştırmanın nitel boyutunda, 10 farklı kategori altında üretilen toplam 73 geçerli metafor incelenmiştir. Öz-yeterlik düzeyleri açısından alt ve üst grupta yer alan öğretmenlerin oluşturdukları metaforlara ilişkin kategoriler arasında bir farklılık gözlenmemiştir. Araştırmadan elde edilen sonuçlar alan yazın ışığında tartışılarak araştırmacı ve uygulayıcılara yönelik öneriler geliştirilmiştir.

Investigation of Science Teachers’ Perceptions of Organizing Out-of-School Learning and Self-Efficacy Beliefs regarding Out-of-School Learning Environments

The purpose of the current study is to investigate science teachers’ perceptions of organizing out-of-school learning and their self-efficacy beliefs regarding out-of-school learning environments in relation to some variables and to determine whether there is a relationship between them. The study was carried out with the participation of 213 science teachers selected by using the random sampling method from among the science teachers working in the city of Denizli in the spring term of the 2022-2023 school year. The study was designed as a descriptive study in the survey model. As data collection tools, a personal information form, the “Organizing Out-of-School Learning Scale” and the “Teacher Self-Efficacy Beliefs Scale for Out-of-School Learning Activities” were employed. According to the research findings, the science teachers’ perceptions of organizing out-of-school learning are high for all the sub-dimensions and the whole scale. The teachers’ perceptions of organizing out-of-school learning were found to not vary significantly depending on the variables of gender, professional experience and administrative attitude towards using out-of-school learning environments for instructional purposes. However, their perceptions were found to vary significantly depending on the variables of education level, experience with using out-of-school learning environments and receiving training about the use of out-of-school learning environments. The teachers’ self-efficacy beliefs regarding out-of-school learning activities were found to be high for the sub-dimensions of self-efficacy in preparation, self-efficacy in supporting learning and the whole scale. The teachers’ self-efficacy beliefs concerning out-of-school learning activities were found to not vary significantly depending on the variables of professional experience, receiving training on the use of out-of-school learning environments and administrative attitude towards using out-of-school learning environments for instructional purposes. On the other hand, the self-efficacy beliefs were found to vary significantly depending on the variables of gender, educational level and the experience with using out-of-school learning environments. A positive, weak and significant correlation was found between the teachers’ perceptions and self-efficacy beliefs (p

Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers

The concept of metalinguistic awareness, which refers to knowing and consciously applying the structural features of the language that people speak, is a concept related to being able to understand the language. It can be said that these skills are expected to be acquired by those who will teach language lessons. Because these teachers transfer all aspects of language to students. Thus, the aim of this study is to examine the relationship between Turkish teacher candidates' meta-linguistic awareness and teacher self-efficacy beliefs. For this purpose, 308 prospective Turkish language teachers were reached. Since these prospective Turkish teachers should have taken most of the skills and teaching courses, the students were selected from the 3rd and 4th grades. "Turkish Metalinguistic Awareness Scale", "Self Efficacy Belief Scale in Turkish Language Teaching" and "Teachers’ Sense of Efficacy Scale" were used as data collection tools. In the analysis of the data, t-test, correlation analysis and regression analysis were used. According to the findings of the study, it was concluded that metalinguistic awareness significantly predicted Turkish language teaching self-efficacy and teachers' sense of efficacy.

Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.

Examining The Relationship Between Science Teachers' Attitudes Towards Distance Education And Their Science Teaching Self-Efficacy Beliefs

Bu çalışmada, fen bilimleri öğretmenlerinin uzaktan eğitime karşı tutumları ile fen öğretimi öz yeterlik inançları arasındaki ilişkinin incelenmesi amaçlanmaktadır. Bu amaca yönelik olarak nicel araştırma yöntemlerinden tarama desenin ilişkisel tarama modeli kullanılmıştır. Çalışmaya, 2020-2021 eğitim-öğretim yılında Bursa il merkezi ve ilçelerinde resmi ve özel ortaokulda görev yapan 330 fen bilimleri öğretmeni katılmıştır. Veri toplama aracı olarak “Kişisel Bilgi Formu”, “Uzaktan Eğitim Tutum Ölçeği” ve “Fen Bilimleri Öğretimi Öz Yeterlik Ölçeği” kullanılmıştır ve veri toplama araçlarından elde edilen nicel veriler SPSS-26 paket programı ile analiz edilmiştir. Analizler sonucunda elde edilen bulgular ışığında, fen bilimleri öğretmenlerinin uzaktan eğitime yönelik tutum düzeyleri orta düzeyin üzerinde gözlemlenirken eğitim durumu ve mesleki kıdem değişkenlerine göre uzaktan eğitime karşı tutum puanları arasında anlamlı bir farklılık bulunmamıştır. Fen bilimleri öğretmenlerinin “Fen Öğretimi Öz Yeterlik Ölçeği” ne vermiş oldukları yanıtlar analiz edildiğinde ise fen öğretimi öz yeterlik düzeyleri orta düzeyin üstünde gözlemlenmiştir. Öğretmenlerin fen öğretimi öz yeterlik düzeyleri ile eğitim durumu ve mesleki kıdem değişkenleri arasında ise anlamlı farklar vardır. Yapılan analizler neticesinde fen bilimleri öğretmenlerinin uzaktan eğitime karşı tutum düzeyleri ile fen öğretimi öz yeterlikleri arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir.

Matematik Öğretiminde Okul Dışı Öğrenme Ortamları Dersinin Öğretmen Adaylarının Düşüncelerine Etkisi

In this study, it was aimed to determine the self-efficacy beliefs of pre-service elementary mathematics teachers towards out-of-school learning (OoSL) activities and their thoughts about out-of-school learning environments (OoSLE) before and after the out-of-school learning environments in mathematics teaching course. In line with this purpose, the effect of out-of-school learning environments course in mathematics teaching taught at undergraduate level was examined. In the study, a mixed research method model was adopted. The participants of the study consisted of 59 elementary mathematics teachers candidates studying in the 4th grade at a state university in Türkiye. "Teacher Self-Efficacy Beliefs Scale for Out-of-School Learning Activities" and six open-ended questions about out-of-school learning environments were used as data collection tools. It was concluded that the out-of-school learning environments course in mathematics education had a positive effect on pre-service teachers' self-efficacy and their thoughts about out-of-school learning.

Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs

ABSTRACT The purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy beliefs. Based on social cognitive theory and using the Teaching and Learning International Survey (TALIS) 2018 dataset, we confirmed that teacher self-efficacy beliefs significantly mediate the relation between PD quality and three indicators of instructional effectiveness – clarity of instruction, cognitive activation, and classroom management. Specifically, partial mediation was found for clarity of instruction and cognitive activation, while full mediation was found for classroom management. Our findings suggest that the relationship between PD quality and specific types of instructional practice is highly nuanced and mediated by teacher’ self-efficacy beliefs. We discuss the implications of our findings for theory, future research, and practice.

Sınıf Öğretmenlerinin Mesleki Tutumları ile Mesleğe Bağlılıkları Arasındaki İlişki: Öğretmen Özyeterlik İnancının Aracı Rolü

The purpose of this study is to investigate the relationship between classroom teachers' commitment to their profession and professional attitudes, as well as the mediating role that self-efficacy belief plays in this relationship. The relational screening model was chosen as the method in the research. The study group of the research consists of a total of 235 classroom teachers, 188 of whom are female and 47 male, working in various primary schools in Turkey. In the research, attitude towards the teaching profession, dedication to the teaching profession, and teacher self-efficacy belief scales were used as data collection tools. Data were analyzed by correlation and structural equation model analysis. The analyzes show that there are positive and moderately significant relationships between teacher self-efficacy belief and attitude towards the teaching profession, and between commitment to the teaching profession and teacher self-efficacy belief. In addition, the results reveal that there is a highly significant positive relationship between commitment to the teaching profession and attitude towards the teaching profession. On the other hand, the Z value calculated according to the Sobel test equation was found to be 4.64 and it was concluded that self-efficacy belief partially mediated the relationship between professional attitude and commitment to the profession. In order to increase the validity of the significance levels of direct and indirect effects, bootstrapping was performed and the mediating role of self-efficacy belief was supported in the relationship between professional attitude and commitment to the profession.

Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings

Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory.

Correlation between artificial intelligence in education and teacher self-efficacy beliefs: a review

Teachers' self-efficacy (TSE) beliefs affect not just their performance and motivation, but also the academic success of their pupils. As a result, researchers focused on the crucial self-beliefs of educators and its origins. This review article seeks to fill a gap regarding the correlation of teacher self-efficacy and its relation with the recently developed and ever-growing artificial intelligence (AI) technology by combining literature reviews from both of the topics to get a whole understanding and provide a solid framework for the suggestions of this paper. In addition, examples of how AI can be used in the classroom and the skills required for this use are mentioned and linked to educators' self-efficacy beliefs. Findings of literature review suggested that teacher self-efficacy is affected by various factors, but no studies which measured the correlation between AI literacy and teacher self-efficacy beliefs were found, thus, it is suggested that future research should be conducted to measure the correlation between AI literacy and teacher self-efficacy beliefs. Based on studies on these main topics that were reviewed separately, following implications were reached: (1) identifying ways that educators can take AI's advantage to improve their work efficiency rather than just relying on the tool to get the job done is crucial, (2) Policymakers should set up both pre-service and in-service training programs because they might offer novice teachers and seasoned educators the chance to learn through observational learning to increase their teacher self-efficacy regarding the use of AI in education.

Öğretmenlerin Okul İklimi Algıları, Öğretmen Öz-yeterliği İnançları ve Mesleki Doyumları Arasındaki İlişkinin İncelenmesi

School climate, teacher self-efficacy and job satisfaction are important concepts that effect both teachers’ professional development and quality of education. This study aimed to determine teachers' school climate perceptions, own self-efficacy beliefs and professional satisfaction levels, and to examine the relationship of these concepts. It was designed in a correlational survey model. The sample of the study consisted of 397 teachers working in kindergartens, primary, secondary and high schools in a province center in the Central Black Sea region of Turkey, in 2020-2021 academic year. A Personal Information Form, Comprehensive Assessment of School Environment, Teachers’ Sense of Efficacy Scale and Job Satisfaction Questionnaire were used in data collection procedure. In the data analysis both descriptive and procedural statistics were performed. Results revealed that: teachers' school climate perceptions were in a medium level, female teachers' school climate perceptions found to be statistically higher than males’. Training level was a significant predictor of school climate, teacher self-efficacy and job satisfaction. Occupational experience and educational level variables were not significant. A medium, positive and significant relationship found to be between teachers’ school climate perceptions, job satisfaction and teacher self-efficacy. While school climate predicts the variance of teacher self-efficacy belief by 12%, teachers’ job satisfaction by 35%. To the respect of these findings, we recommended that schools should take precautions to increase the organizational climate, and the physical environment of schools should be improved. For further studies, diversifying study groups with students, teachers and administrators and performing similar studies in other cities were recommended.

EXAMINATION OF THE RELATIONSHIP BETWEEN EPISTEMOLOGICAL BELIEFS AND SELF-EFFICIENCY OF PROSPECTIVE PHYSICAL EDUCATION AND SPORTS TEACHERS

Bu araştırma, beden eğitimi ve spor bölümü öğretmen adaylarının öğrenmeye ilişkin epistemolojik inançları ile öz-yeterlik algıları arasındaki ilişkiyi araştırmak amacıyla yapılmıştır. Araştırmada katılımcı grup basit seçkisiz örnekleme yöntemi kullanılarak belirlenmiştir. Bu grup Türkiye’de farklı coğrafi bölgelerde yer alan yedi farklı üniversiteden 1135 beden eğitimi ve spor öğretmeni adayından oluşmaktadır. Katılımcıların görüşlerini belirlemek için “Öğrenmeye yönelik epistemolojik inanç” ve “Öğretmen öz-yeterlik” ölçekleri uygulanmıştır. Araştırmada SPSS 22.0 paket programı kullanılarak ölçek formlarından elde edilen veriler analiz edilmiştir. Öğretmen adaylarının öğrenmeye yönelik epistemolojik inanç ölçeğinde cinsiyet ve sınıf değişkenlerinde anlamlı farklılıklar tespit edilmiştir. Öğretmen öz-yeterlik ölçeğinde ise sınıf değişkeninde anlamlı farklılıklar tespit edilmiş, ancak cinsiyet değişkeninde anlamlı bir farklılık tespit edilmemiştir. Öğretmeni adaylarının öğrenmeye yönelik epistemolojik inançları ile öğretmen öz-yeterlik inançlarının ortamala bir puan düzeyinde olduğu belirlenmiştir. Korelasyon analizi sonucunda aralarındaki ilişkinin pozitif yönde ve zayıf düzeyde olduğu tespit edilmiştir. Öğretmen adaylarının öğretmenlik mesleği genel yeterliklerine sahip olmaları için öğretim programlarında öğretmen adaylarının yaparak yaşayarak öğrenmelerine daha çok yer verilecek değişiklikler yapılmalıdır. Öğretim programlarına öğretmen adaylarının bilimsel düşünme becerilerini geliştirecek etkinliklerin eklenmesi sağlanmalıdır.

An Intended or Alternative Profession?: ELL Undergraduates’ Attitudes towards Being an English Teacher

Purpose: Prospective teachers are trained with essential knowledge and skills in teacher education programs of all teaching fields at education faculties of universities in Turkiye. In addition, graduates of specific departments at faculties also have a chance to become a teacher by successfully completing pedagogical formation certificate programs. Thus, it is a matter of question what the main purpose of undergraduate students when beginning to study or studying at these departments is: becoming a teacher or not. Along with this inquiry, this paper presents a quantitative study focusing on reasons for department choice of undergraduates studying at English Language and Literature (ELL) department and their attitudes towards being a language teacher within the scope of teacher self-efficacy beliefs.
 Design/Methodology/Approach: Data of this quantitative study were collected from 220 undergraduates studying at English Language and Literature department of a state university in Turkiye by administering scales on the research purpose.
 Findings: The findings suggested that the primary reason reported was an interest in the department with knowledge and skills to be gained, which was followed by becoming an English language teacher with high level of teacher self-efficacy.
 Highlights: Even though there is no explicit focus on becoming an English teacher as part of curricula of non-ELT departments, undergraduates studying at these programs consider being an English teacher as the primary career option, which could lead to a need to evaluate curricula of these programs and teacher education.

Understanding Emirati teachers’ challenges in fostering problem-solving skills development in early years – A preliminary study

Emirati teachers, particularly those teaching in early years classrooms, encounter significant obstacles with 21st century pedagogy in support of the United Arab Emirates' (UAE) goal of moving towards a more knowledge-based economy. As improving students' problem solving-skills development takes precedence, policy makers' need to understand how best to support teachers becomes a priority. Through survey responses and interviews, this exploratory study aims to better understand Emirati teachers’ pedagogical content knowledge, teacher self-efficacy beliefs, and to gain insight on how to best support teachers in acquiring the kind of child-centered instructional practices needed to foster problem-solving skills development in their students. Results showed low teacher self-efficacy and teachers lack of proper exposure to pre-service training as well as professional training on problem-solving skills development pedagogy. Participants indicated their willingness to learn about how to best foster problem-solving abilities of their students to support the aspirations of the UAE education reform policy. A focused social cognitive-oriented professional development model for instruction grounded in the educationally relevant research from the cognitive sciences is recommended.