EFL teachers' self-efficacy and teaching practices.

Autor/inn/en	Choi, Eunjeong; Lee, Juhee
Titel	EFL teachers' self-efficacy and teaching practices.
Quelle	In: ELT journal, 72 (2018) 2, S. 175-186 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 4
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
Schlagwörter	Empirische Forschung; Einstellung (Psy); Sekundarschule; Lehrer; Lehrerverhalten; Unterrichtsorganisation; Fremdsprachenunterricht; Englischunterricht
Abstract	In this study, the authors explored the relationship between teachers' self-efficacy and teaching practices using a mixed-methods approach. A total of 190 secondary school EFL teachers completed questionnaires on their self-efficacy beliefs and current teaching practices, and 11 teachers participated in one-to-one interviews. Results indicated that overall self-efficacy beliefs were significantly associated with the use of teaching practices that were student-centred and L2 interaction-focused. Among three sub-types of self-efficacy (instructional strategies, student engagement, and classroom management), classroom management was a significant predictor of communicative versus non-communicative teaching practices. Classroom management efficacy positively contributed to using communicative practices and was negatively associated with non-communicative practices. Interview data revealed that sociocultural factors and beliefs about 'ideal' ways of teaching English also influenced the association between efficacy beliefs and actual teaching. The authors also found that the two constructs had a circular relationship; the accumulated experience of a particular practice in turn influenced teachers' self-efficacy. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2