Self-efficacy Belief Profiles of Pre-service and In-service EFL Teachers

Year 2018, Issue: 48, 602 - 623, 17.10.2018

Habibe Dolgun , Mustafa Caner

Abstract

The purpose of present study is to explore
pre-service and in-service EFL teachers’ levels of self- efficacy beliefs in
terms of instructional strategies, student engagement and classroom management
in a Turkish context and examine the correlations, similarities and differences
between the groups of participants concerning their demographic
characteristics. To achieve this, a questionnaire has been administered to the senior
pre-service teachers studying in English Language Teacher Education and
in-service EFL teachers teaching in various primary or elementary schools. In
order to identify the levels of self- efficacy beliefs of the participants the
data of the study was analyzed through a statistic program and correlations
between subscales were computed through t-test and ANOVA. Findings indicate that
overall self-efficacy beliefs of both in-service EFL teachers and pre-service
EFL teachers are relatively high. The subscales of the questionnaire have shown
in-depth findings related to self-efficacy beliefs in the instructional
strategies, classroom management and student engagement. For instance, the
findings revealed that while in-service teachers have more positive
self-efficacy beliefs for the instructional strategies they used, pre-service
teachers have been shown to feel more efficacious in student engagement. On the
other hand, it is found that there was not a significant difference in both
group’s efficacy beliefs in terms of classroom management.

 

Keywords

Pre-service EFL teacher, in-service EFL teacher

SELF-EFFICACY BELIEF PROFILES OF PRE-SERVICE AND IN-SERVICE EFL TEACHERS

Abstract

Bu çalışma hizmet öncesi İngilizce öğretmenleri ile
hizmetiçi İngilizce öğretmenlerinin öğretimsel stratejiler bakımından
özyeterlilik algı düzeylerini ölçmeyi ve öğretimsel stratejiler açısından iki
örneklem grubu arasındaki bağlantıları ve bu benzerliklerin veya farkların
öğretmenlerin demografik özelliklerine göre değerlendirilip analiz edilmesini
amaçlamaktadır. Bu amaç doğrultusunda, Akdeniz Üniversitesi’nde Eğitim
Fakültesi İngilizce Öğretmenliği bölümünde öğrenim görmekte olan son sınıf
hizmet öncesi öğretmenlere ve Antalya ili Milli Eğitim Bakanlığı’na bağlı
ilköğretim okullarında görev yapmakta olan İngilizce öğretmenlerine anket
uygulanmıştır. Sonuçlara ve anketten elde edilen bulgulara göre hizmet öncesi
İngilizce öğretmenlerinin ve hizmetiçi İngilizce öğretmenlerinin özyeterlilik
düzeylerinin yüksek olduğu bulunmuştur. Bulgular karşılaştırıldığında ise
özyeterlilik düzeyleri bakımından iki örneklem grubunda da anlamlı
farklılıklara sahip olmadıkları gözlemlenmiştir. Bunun yanında, uygulanan ankete
ait alt kategorilerin sonuçları göstermiştir ki her iki örneklem grubunda da
sınıf yönetimi özyeterlilik seviyeleri açısından anlamlı bir fark
görülmemektedir. Öte
yandan, öğrenci katılımına yönelik özyeterlilik seviyelerinde hizmet öncesi
öğretmenler lehine göze çarpan bir farklılık görülmüştür. Hizmetiçi İngilizce
öğretmenlerinde ise öğretimsel stratejilerin kullanımı yönünde olumlu bir
eğilim bulunmuştur. Sonuç olarak, İngilizce öğretmenlerinin özyeterlilik
algılarındaki eğilimler tanımlanmıştır.

Keywords

İngilizce öğretmeni adayları

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