Comparison of Epistemological Beliefs, Teaching-Learning Conceptions, and Self-Efficacy of Pre-Service and In-Service EFL Teachers

Autor/inn/en	Biçer, Adnan; Yildirim, Seyma
Titel	Comparison of Epistemological Beliefs, Teaching-Learning Conceptions, and Self-Efficacy of Pre-Service and In-Service EFL Teachers
Quelle	In: Journal of Pedagogical Research, 7 (2023) 4, S.414-438 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Biçer, Adnan) ORCID (Yildirim, Seyma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Comparative Analysis; Preservice Teachers; Language Teachers; Teacher Education Programs; Teacher Attitudes; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Constructivism (Learning); Epistemology; Learning Processes; Learner Engagement; Classroom Techniques; Self Efficacy; Teaching Methods; Scores; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Erkenntnistheorie; Learning process; Lernprozess; Klassenführung; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	This study compares the epistemological beliefs, teaching-learning conceptions, and sense of self-efficacy of pre-service and in-service English as a Foreign Language (EFL) teachers with an aim to find probable statistically significant differences. Using a mixed-methods research design, the study collected quantitative data through two questionnaires and one scale, and the qualitative data through open-response questions. The participants were 374 pre-service teachers and 192 in-service teachers. 42 of the pre-service teachers and 19 of the in-service teachers volunteered to answer the open-response questions. Descriptive statistical techniques, t test, and content analysis were used to analyze the data. The findings show that both groups of teachers had relatively more sophisticated beliefs in learning process/expert knowledge and learning effort. Both groups adopted the constructivist conception more than the traditional conception, and they felt efficacious in instructional strategies, student engagement and classroom management respectively. Both groups had moderate levels of self-efficacy in classroom management, student engagement, and instructional strategies. However, the comparative analysis showed some significant differences. In-service teachers exhibited slightly stronger beliefs in innate-fixed ability and certainty knowledge. Pre-service teachers had slightly higher scores in the constructivist conception while in-service teachers had higher scores in the traditional conception. Furthermore, in-service teachers displayed slightly higher self-efficacy in classroom management and instructional strategies. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01