Is it possible to teach English through EBA TV? Exploring student teachers’ concerns and self-efficacy beliefs

Year 2021, Volume: 4 Issue: 3, 489 - 502, 30.09.2021

Seval Kaygısız , Cem Balçıkanlı

https://doi.org/10.31681/jetol.932218

Cited By: 2

Abstract

This qualitative study explored student teachers’ perceptions and feelings about teaching English in an emergency remote teaching platform, Educational Information Network TV. To this end, sixty-eight student teachers participated in this study. The participants were first invited to watch English language courses specifically designed for primary and secondary-level education provided through this medium of instruction. They were later asked to write two-page reflective journals on the strengths and weaknesses of these courses drawing upon their own feelings and opinions. Their written reflections were content analyzed, and the findings revealed two main themes: student teachers’ concerns and self-efficacy beliefs. More specifically, the student teachers were concerned about macro-level factors, pedagogical issues, teachers’ competencies, and context-dependent factors. Additionally, the findings shed light on the contributing factors to their self-efficacy beliefs. They attributed their future success to student-oriented factors, teacher-oriented factors, and parental involvement. The overall findings showed that their concerns outweighed their perceived self-efficacy beliefs. We hope that these findings will inform second language teacher education programs for the future since it could be of pivotal importance to prepare student teachers for distance or online learning platforms by helping them deal with their concerns and enriching their self-efficacy beliefs in their own teaching contexts.

Keywords

distance education, EBA TV, second language teacher education

References

• Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28–32. https://doi.org/10.1177/002248718403500507
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall
• Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78. https://doi.org/10.1111/1467-8721.00064
• Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited.
• Boz, Y. (2008). Turkish student teachers' concerns about teaching. European Journal of Teacher Education, 31(4), 367-377. https://doi.org/10.1080/02619760802420693
• Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279-291. https://doi.org/10.1080/02619768.2010.490910
• Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8
• Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching, 9(4), 309-331. https://doi.org/10.1080/1354060032000097235
• Butler, E. D., & Smith, D. L. (1989). A study of factors associated with fifth-year teacher interns' concerns, problems, and stress. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. https://files.eric.ed.gov/fulltext/ED309157.pdf
• Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323-337.
• Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 85, 205-224.
• Farmer, T., & West, R. (2019). Exploring the concerns of online K-12 teachers. Journal of Online Learning Research, 5(1), 97-118. https://www.learntechlib.org/p/184482/
• Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226.
• Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In Ryan, K., (Ed.), Teacher Education. (74th ed., pp. 25–52). Chicago: University of Chicago Press
• Fuller, F. F., Parsons, J. S., & Watkins, J. E. (1974). Concerns of teachers: Research and reconceptualization (UTR&D no. 2323). Austin: University of Texas Research and Development Center for Teacher Education. (ERIC Document Reproduction Service No. ED 091 439)
• Gibbs, S., & Miller, A. (2014). Teachers’ resilience and well-being: A role for educational psychology. Teachers and Teaching, 20(5), 609-621. https://doi.org/10.1080/13540602.2013.844408
• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
• Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first‐year, fifth‐year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19(4), 558-562.
• Guillaume, A., and G. Rudney. 1993. Student teachers’ growth toward independence: an analysis of their changing concerns. Teaching and Teacher Education 9(1), 65–80. https://doi.org/10.1016/0742-051X(93)90015-9
• Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lipka, & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 189–224). Albany, NY: State University of New York Press.
• Hargreaves, A. (1998). The emotional practice of teaching, Teaching and Teacher Education, 14(8), 835–854.
• Hargreaves, A. (2000). Mixed emotions: teachers perceptions of their interactions with students, Teaching and Teacher Education, 16(8), 811–826.
• Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.
• Heidari, F., Nourmohammadi, E., & Nowrouzi, H. (2012). On the relationship between Iranian EFL teachers’ self-efficacy beliefs and their teaching styles. International Journal of Linguistics, 4(3), 536-550. http://dx.doi.org/10.5296/ijl.v4i3.2089
• Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440. https://doi.org/10.1080/13540602.2012.696044
• Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Journal of Educational Research, 24, 417–435. https://doi.org/10.3102/00028312024003417
• Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. The Journal of Educational Research, 85(5), 287-294. https://doi.org/10.1080/00220671.1992.9941128
• Kasalak, G., & Dagyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A Meta-analysis of the teaching and learning international survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16-33.
• Korthagen, F. (2004) In search of the essence of a good teacher: towards a more holistic approach in teacher education, Teaching and Teacher Education, 20(1), 77–97.
• Krippendorf, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CA: SAGE.
• Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76.
• Moore, M. G., & Kearsley, G. (2011). Distance education: A Systems View of Online Learning (3rd ed.). Belmont, CA: Wadsworth Cengage Learning.
• Nunan, D. (2012). ‘Foreword’ in L. England (ed.). Online Language Teacher Education: TESOL Perspectives. London: Routledge, pp. vii–xiv.
• O'Connor, J., & Taylor, H. P. (1992). Understanding preservice and novice teachers' concerns to improve teacher recruitment and retention. Teacher Education Quarterly, 19-28. https://www.jstor.org/stable/23475651
• OECD. (2018). The future of education and skills: Education 2030. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
• Pigge, F. L., & Marso, R. N. (1997). A seven year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching. Teaching and Teacher Education, 13(2), 225-235. https://doi.org/10.1016/S0742-051X(96)00014-5
• Poulou, M. (2007). Student‐teachers' concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110. https://doi.org/10.1080/02619760600944993
• Reeves, C. K., & Kazelskis, R. (1985). Concerns of preservice and inservice teachers. The Journal of Educational Research, 78(5), 267-271. https://doi.org/10.1080/00220671.1985.10885614
• Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2014). Helping or hovering? The effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23(3), 548-557.
• Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208.
• Sosa, T., & Gomez, K. (2012). Connecting teacher efficacy beliefs in promoting resilience to support of Latino students. Urban Education, 47(5), 876-909. https://doi.org/10.1177/0042085912446033
• Swennen, A., Jörg, T., & Korthagen, F. (2004). Studying student teachers' concerns, combining image‐based and more traditional research techniques. European Journal of Teacher Education, 27(3), 265-283. https://doi.org/10.1080/0261976042000290796
• Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
• Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J.A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 19–35). New York: Routledge, Taylor & Francis.
• Vygotsky, L. S. (1962). Thought and language. Cambridge: The MIT Press
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. USA: Harvard University Press
• Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.