The relationship between university learning experiences and English teaching self-efficacy: Perspectives of five final-year pre-service English teachers
Abstract
Abstract: No literature exists on English teaching efficacy or self efficacy or on pre-service teachers’ English teaching self-efficacy and its relationship to pre-service teacher education. This project addressed this conceptual and methodological gap in current teacher efficacy research literature. Five pre-service English teachers in their final year of double degree Bachelor of Education/Bachelor of Arts teacher education programmes at an Australian university were interviewed about their self-efficacy for specific English teaching skills. Results suggest that the pre-service teachers see a significant relationship between their self-efficacy to teach English and their degree. The data suggests that the relationship between university learning experiences and English teaching self-efficacy is determined by the nature of those experiences.
Reference
Filatov, K. & Pill, S. (2015). The relationship between university learning experiences and English teaching self-efficacy: Perspectives of five final-year pre-service English teachers. Australian Journal of Teacher Education 40(6), 33-59. DOI: http://dx.doi.org/10.14221/ajte.2015v40n6.3
Journal
Australian Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Courses related to English language arts
Preservice Participants
- Masters
- Undergraduates in a Reading and Language Arts methods course
Preservice Sample Size
5
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (emergent categories)
- coding to a prior categories
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
What is the nature of English teaching self-efficacy within a group of pre-service English teachers
Is this research question explicit from the manuscript? Yes
What insights can PSET at the end of their degree provide about the experiences that have most contributed to their self-efficacy to teach English?
Is this research question explicit from the manuscript? Yes
What kinds of learning experiences do PSET believe will enhance self-efficacy to teach English?
Is this research question explicit from the manuscript? Yes
What is the nature of the relationship between the English teaching self-efficacy beliefs of PSET and their learning experiences within a teacher education degree?
Is this research question explicit from the manuscript? Yes