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- Title
Self-efficacy of non-native English-speaking teachers in a teacher training program.
- Authors
Moonthiya, Itsaraphap
- Abstract
This article reports on a mixed methods investigation into the self-efficacy beliefs of early career non-native English-speaking teachers (NNESTs) enrolled in a Master of Education in Teaching English to Speakers of Other Languages (TESOL) program at a metropolitan Australian university. A survey was administered and interviews conducted to examine these teachers' self-efficacy beliefs and the relationship between their self-efficacy and their English language proficiency (ELP) as measured by performance-based tests. The results revealed that the NNESTs appeared to have relatively positive self-efficacy as English teachers, and that self-efficacy and ELP were not very closely related. The interviews showed that a number of factors, such as teaching experience, perceptions of feedback from stakeholders, and cross-border teacher training, influenced teachers' self-efficacy. Implications for language teacher education are discussed.
- Subjects
SELF-efficacy in teachers; TRAINING of English teachers; EDUCATION of language teachers
- Publication
University of Sydney Journal in TESOL, 2022, Vol 1, Issue 1, p31
- ISSN
1834-4712
- Publication type
Article