An English Teacher's Developing Self-Efficacy Beliefs in Using Groupwork

Autor/in	Wyatt, Mark
Titel	An English Teacher's Developing Self-Efficacy Beliefs in Using Groupwork
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 38 (2010) 4, S.603-613 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2010.09.012
Schlagwörter	Self Efficacy; Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Teacher Attitudes; Teaching Methods; Case Studies; Groups; Educational Environment; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerfortbildung
Abstract	In this article, I explore how an English teacher's self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge relating to the learners and learning, the curriculum, teaching techniques, the school context and his own sense of himself as a researcher of his own practice. Results indicate that, throughout the three-year programme, there was unevenness in growth across these various dimensions of practical knowledge, which appeared to influence the teacher's developing self-efficacy in using groupwork in various ways. After exploring possible reasons for this, I discuss implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10