Building The Self Efficacy Beliefs Of English Language Learners And Teachers
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Building the Self-Efficacy Beliefs of English Language Learners and Teachers
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Handbook of Language Teacher Education
This handbook synthesizes accumulated research evidence about the main areas of language teacher education. It systematically applies research synthesis to the field, providing coherent, systematic insights into various aspects of language teacher education. Each chapter compares research conducted between 2010–2020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods, and findings of the research, including the impacts of teacher education on teacher professional development and teaching effectiveness.The twenty-six chapters in this handbook address three main areas of teacher education: Teacher Variables, Teacher Professional Development, and Teacher Instructional Beliefs and Practices. Section One on teacher variables includes ten chapters focused on teacher reflective practice, identity, cognition, self-efficacy beliefs, emotion, motivation, demotivation and burnout, agency, autonomy, and nativeness/nonnativeness. Second Two includes five chapters on teacher professional development, namely good language teachers, preservice teacher mentoring, practicum in language teacher education, online language teacher education, and language teacher action research. Section Three consists of eleven chapters on teacher instructional beliefs and practices, which systematically review research on teacher beliefs and practices about English as an international language, teacher intercultural knowledge and beliefs, teacher curricular knowledge, TPACK of in-service teachers in language education, CLIL language teacher education, EMI language teacher education, heritage language teacher education, translanguaging in language teacher education, language teacher classroom discourse and interaction, language assessment literacy for teachers, and scaffolding and language teachers. This handbook is an invaluable resource for teacher educators, student/preservice teachers, inservice teachers, graduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics, and teacher education researchers.
Novice Non-native English Language Teachers Navigating Agency
This novel, edited volume looks at a previously under-researched area of language teacher agency and identity by exploring the experience of novice pre- and in-service teachers for whom English is a second language and presents research gathered from Asia, Europe, South America, and the US to bring underrepresented voices to the fore. Divided into three sections together covering chapters on identity, agency, and professional competencies, this book presents qualitative data on the lived experiences of novice teachers and the challenges they face to their sense of agency, from personal histories and backgrounds, institutional demands, and sociocultural pressures. Chapters take a case study approach to provide research on how the transition from theory to in-classroom practice can be eased, and strategies for coping with socio-pedagogical challenges can be found. With contributions from renowned and emerging scholars, ultimately, this book supports a better understanding of how novice teachers can navigate their agencies in a variety of contexts. Engaging with the novel dimension of novice teachers’ agency in order to expand the boundaries of research, this book will appeal to scholars, researchers, and postgraduate students in the fields of teachers and teacher education, initial teacher training, English language teaching and training, and applied linguistics more broadly.