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An Extended Literature Review on EFL Teachers’ Self-Concept

Yıl 2022, , 34 - 44, 30.12.2022
https://doi.org/10.51726/jlr.1140966

Öz

The current systematic review focused on the term “EFL teachers’ self-concept”. To investigate self-concept related articles for the field, many studies including meta-analysis, systematic reviews and other sort of studies have been taken into consideration. The terms “self-concept”, “teachers’ self-concept”, “language teachers’ self-concept” were searched in several databases and accessed 15 relevant studies in EFL context in the last 10 years. The following databases provided these papers: Elsevier, Taylor & Francis Online, Wiley Online Library, Google Scholar, ERIC (EBSCO), Research Online and Research Gate. To investigate EFL teachers’ self-concepts, an in-depth analysis was employed particularly in this study. The initial purpose of the study was to discover several fundamental factors such as theories, instruments and variables which have been generally employed in each of these studies. Furthermore, it is aimed that with this study the term “self-concept” may be better investigated via complex dynamic system theory (CDST) perspective for further research and EFL teachers’ self-concept can be enhanced in future.

Kaynakça

  • Alagözlü, N. (2016). Pre-service EFL Teachers’ Professional Self-concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical Strategies: A Case Study in Turkish Context. Procedia-Social and Behavioral Sciences, 232, 196-200.
  • Berger, E.M. ( 1952). l'be relation between expressed acceptance of self and expressed acceptance of others. Journal of Abnormal Psychology,47,778- 782.
  • Brinthaupt, T. M., & Lipka, R. P. (1992). Introduction. In T. M. Brinthaupt & R. P. Lipka (Eds.), The self: Definitional and methodological issues (pp. 1-11). Albany, NY: State of University of New York Press.
  • Burns, B. (1982). Self-concept development and education. Great Britain. Henry Ling Ltd.
  • Chacón, C. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching & Teacher Education, 21, 257-272.
  • Demo, D. H. (1992). The self-concept over time: Research issues and directions. Annual Review of sociology, 18(1), 303-326.
  • García-Martínez, I., Gavín-Chocano, Ó., León, S. P., & Ubago-Jiménez, J. L. (2021). Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality. Education Sciences, 11(11), 659.
  • Glotova, G., & Wilhelm, A. (2014). Teacher's Self-concept and Self-esteem in Pedagogical Communication. Procedia-Social and Behavioral Sciences, 132, 509-514.
  • Filiz, Mehmet & Early, Erin & Thurston, Allen & Miller, Sarah. (2020). Measuring and improving university students’ statistics self-concept: A systematic review. International Journal of Educational Research Open. 1. 100020. 10.1016/j.ijedro.2020.100020.
  • Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers' self-concept and motivation. Teaching and Teacher Education, 33, 45-55.
  • Leary, M. R., & Tangney, J. P. (Eds.). (2003). Handbook of Self and Identity. New York: Guilford.
  • Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.
  • Low, E. L., Ng, P. T., Hui, C., & Cai, L. (2019). How do teacher affective and cognitive self- concepts predict their willingness to teach challenging students?. Australian Journal of Teacher Education (Online), 44(10), 18-34.
  • Maksimović, J., & Osmanović, J. S. (2019). Teachers’ self-concept and its benefits for science education. Journal of Baltic Science Education, 18(1), 98-107.
  • Marsh, H.W. (1992). Self description questionnaire (SDQ) II. Australia: University of Western Sydney.
  • Mardiningrum, A. (2017). EFL Teachers’ linguistic self-concept in a study abroad (SA) Program. Journal of Foreign Language Teaching and Learning, 2(2), 27-37.
  • Mehrad, Aida. (2016). Mini Literature Review of Self-Concept. Journal of Educational, Health and Community Psychology. 5. 62-66. 10.12928/jehcp.v5i2.6036.
  • Mercer, S. (2011a). Towards an understanding of language learner self-concept (Vol. 12). Springer Science & Business Media.
  • Mercer, S. (2011b). Language learner self-concept: Complexity, continuity and change. System, 39 (3), 335-346.
  • Meyer, M. M., Linville, M. E., & Rees, G. (1993). The development of a positive self-concept in preservice teachers. Action in Teacher Education, 15(1), 30-35.
  • O'Mara, A. J., Craven, R., & Marsh, H. W. (2004). Unmasking the true effects of self-concept interventions and suggested guidelines for rectification. Self-Concept, Motivation And Identity, Where To From Here? Proceedings Of The Third International Biennial Self Research Conference.
  • O'Mara, A. J., Marsh, H. W., & Craven, R. G. (2006). A comprehensive multilevel model meta-analysis of self-concept interventions. The University of Michigan.
  • Opacic, G. (1995). Personality in Social Mirror. The Institue for Educational Research. Belgrade.
  • Pajares, F. & Schunk, D.H., (2005). Self-efficacy and self-concept beliefs. In: Marsh, H.W.
  • Craven, R.G., McInerney, D.M. (Eds.), International Advances in Self Research Volume 2. Information Age Publishing. Connecticut, Greenwich, pp. 95e121.
  • Pravdová, B. (2015). Professional Self-concept of pre-service teacher. In International Multidisciplinary Scientific Conference On Social Sciences And Arts SGEM 2015 (pp. 751-758).
  • Rachmawati, D., Emilia, E., & Lukmana, I. (2017). Self-concept of EFL pre-service teachers: A reflection from a teacher practicum in Indonesia context. Journal of English Language Studies, 2(1).
  • Retelsdorf, J., Bauer, J., Gebauer, S. K., Kauper, T., & Moller, J. (2014). Measuring prospective teachers' professional self-concept. Diagnostica, 60, 98e110. https://doi.org/10.1026/0012-1924/a000108.
  • Stojiljković, S., Todorović, J., Đigić, G., & Dosković, Z. (2014). Teachers’ self-concept and empathy. Procedia-Social and Behavioral Sciences, 116, 875-879.
  • Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783- 805.
  • Villa, A., & Calvete, E. (2001). Development of the teacher self-concept evaluation scale and its relation to burnout. Studies in Educational Evaluation, 27(3), 239–255.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015
  • Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers’ self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42(3), 305-320.
  • Yilmaz, C. (2018). Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context. English Language Teaching, 11(2), 156-163.
  • Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., & Shi, J. (2018). The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching, 24(7), 788-801.
  • Zlatkovic, B. & Petrovic, D. (2011). Pre-service teacher training in Serbia: Analysis of the compatibility of teachers faculties curricula. Journal of Education, (60), 4,651-663.
  • Zlatković, B., Stojiljković, S., Djigić, G., & Todorović, J. (2012). Self-concept and teachers’ professional roles. Procedia-Social and Behavioral Sciences, 69, 377-384.
Yıl 2022, , 34 - 44, 30.12.2022
https://doi.org/10.51726/jlr.1140966

Öz

Kaynakça

  • Alagözlü, N. (2016). Pre-service EFL Teachers’ Professional Self-concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical Strategies: A Case Study in Turkish Context. Procedia-Social and Behavioral Sciences, 232, 196-200.
  • Berger, E.M. ( 1952). l'be relation between expressed acceptance of self and expressed acceptance of others. Journal of Abnormal Psychology,47,778- 782.
  • Brinthaupt, T. M., & Lipka, R. P. (1992). Introduction. In T. M. Brinthaupt & R. P. Lipka (Eds.), The self: Definitional and methodological issues (pp. 1-11). Albany, NY: State of University of New York Press.
  • Burns, B. (1982). Self-concept development and education. Great Britain. Henry Ling Ltd.
  • Chacón, C. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching & Teacher Education, 21, 257-272.
  • Demo, D. H. (1992). The self-concept over time: Research issues and directions. Annual Review of sociology, 18(1), 303-326.
  • García-Martínez, I., Gavín-Chocano, Ó., León, S. P., & Ubago-Jiménez, J. L. (2021). Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality. Education Sciences, 11(11), 659.
  • Glotova, G., & Wilhelm, A. (2014). Teacher's Self-concept and Self-esteem in Pedagogical Communication. Procedia-Social and Behavioral Sciences, 132, 509-514.
  • Filiz, Mehmet & Early, Erin & Thurston, Allen & Miller, Sarah. (2020). Measuring and improving university students’ statistics self-concept: A systematic review. International Journal of Educational Research Open. 1. 100020. 10.1016/j.ijedro.2020.100020.
  • Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers' self-concept and motivation. Teaching and Teacher Education, 33, 45-55.
  • Leary, M. R., & Tangney, J. P. (Eds.). (2003). Handbook of Self and Identity. New York: Guilford.
  • Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.
  • Low, E. L., Ng, P. T., Hui, C., & Cai, L. (2019). How do teacher affective and cognitive self- concepts predict their willingness to teach challenging students?. Australian Journal of Teacher Education (Online), 44(10), 18-34.
  • Maksimović, J., & Osmanović, J. S. (2019). Teachers’ self-concept and its benefits for science education. Journal of Baltic Science Education, 18(1), 98-107.
  • Marsh, H.W. (1992). Self description questionnaire (SDQ) II. Australia: University of Western Sydney.
  • Mardiningrum, A. (2017). EFL Teachers’ linguistic self-concept in a study abroad (SA) Program. Journal of Foreign Language Teaching and Learning, 2(2), 27-37.
  • Mehrad, Aida. (2016). Mini Literature Review of Self-Concept. Journal of Educational, Health and Community Psychology. 5. 62-66. 10.12928/jehcp.v5i2.6036.
  • Mercer, S. (2011a). Towards an understanding of language learner self-concept (Vol. 12). Springer Science & Business Media.
  • Mercer, S. (2011b). Language learner self-concept: Complexity, continuity and change. System, 39 (3), 335-346.
  • Meyer, M. M., Linville, M. E., & Rees, G. (1993). The development of a positive self-concept in preservice teachers. Action in Teacher Education, 15(1), 30-35.
  • O'Mara, A. J., Craven, R., & Marsh, H. W. (2004). Unmasking the true effects of self-concept interventions and suggested guidelines for rectification. Self-Concept, Motivation And Identity, Where To From Here? Proceedings Of The Third International Biennial Self Research Conference.
  • O'Mara, A. J., Marsh, H. W., & Craven, R. G. (2006). A comprehensive multilevel model meta-analysis of self-concept interventions. The University of Michigan.
  • Opacic, G. (1995). Personality in Social Mirror. The Institue for Educational Research. Belgrade.
  • Pajares, F. & Schunk, D.H., (2005). Self-efficacy and self-concept beliefs. In: Marsh, H.W.
  • Craven, R.G., McInerney, D.M. (Eds.), International Advances in Self Research Volume 2. Information Age Publishing. Connecticut, Greenwich, pp. 95e121.
  • Pravdová, B. (2015). Professional Self-concept of pre-service teacher. In International Multidisciplinary Scientific Conference On Social Sciences And Arts SGEM 2015 (pp. 751-758).
  • Rachmawati, D., Emilia, E., & Lukmana, I. (2017). Self-concept of EFL pre-service teachers: A reflection from a teacher practicum in Indonesia context. Journal of English Language Studies, 2(1).
  • Retelsdorf, J., Bauer, J., Gebauer, S. K., Kauper, T., & Moller, J. (2014). Measuring prospective teachers' professional self-concept. Diagnostica, 60, 98e110. https://doi.org/10.1026/0012-1924/a000108.
  • Stojiljković, S., Todorović, J., Đigić, G., & Dosković, Z. (2014). Teachers’ self-concept and empathy. Procedia-Social and Behavioral Sciences, 116, 875-879.
  • Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783- 805.
  • Villa, A., & Calvete, E. (2001). Development of the teacher self-concept evaluation scale and its relation to burnout. Studies in Educational Evaluation, 27(3), 239–255.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015
  • Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers’ self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42(3), 305-320.
  • Yilmaz, C. (2018). Investigating Pre-Service EFL Teachers' Self-Concepts within the Framework of Teaching Practicum in Turkish Context. English Language Teaching, 11(2), 156-163.
  • Zhu, M., Liu, Q., Fu, Y., Yang, T., Zhang, X., & Shi, J. (2018). The relationship between teacher self-concept, teacher efficacy and burnout. Teachers and Teaching, 24(7), 788-801.
  • Zlatkovic, B. & Petrovic, D. (2011). Pre-service teacher training in Serbia: Analysis of the compatibility of teachers faculties curricula. Journal of Education, (60), 4,651-663.
  • Zlatković, B., Stojiljković, S., Djigić, G., & Todorović, J. (2012). Self-concept and teachers’ professional roles. Procedia-Social and Behavioral Sciences, 69, 377-384.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Makaleler
Yazarlar

Ecem Eker Uka 0000-0003-1893-8868

Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Eker Uka, E. (2022). An Extended Literature Review on EFL Teachers’ Self-Concept. Journal of Language Research, 6(1), 34-44. https://doi.org/10.51726/jlr.1140966
AMA Eker Uka E. An Extended Literature Review on EFL Teachers’ Self-Concept. JLR. Aralık 2022;6(1):34-44. doi:10.51726/jlr.1140966
Chicago Eker Uka, Ecem. “An Extended Literature Review on EFL Teachers’ Self-Concept”. Journal of Language Research 6, sy. 1 (Aralık 2022): 34-44. https://doi.org/10.51726/jlr.1140966.
EndNote Eker Uka E (01 Aralık 2022) An Extended Literature Review on EFL Teachers’ Self-Concept. Journal of Language Research 6 1 34–44.
IEEE E. Eker Uka, “An Extended Literature Review on EFL Teachers’ Self-Concept”, JLR, c. 6, sy. 1, ss. 34–44, 2022, doi: 10.51726/jlr.1140966.
ISNAD Eker Uka, Ecem. “An Extended Literature Review on EFL Teachers’ Self-Concept”. Journal of Language Research 6/1 (Aralık 2022), 34-44. https://doi.org/10.51726/jlr.1140966.
JAMA Eker Uka E. An Extended Literature Review on EFL Teachers’ Self-Concept. JLR. 2022;6:34–44.
MLA Eker Uka, Ecem. “An Extended Literature Review on EFL Teachers’ Self-Concept”. Journal of Language Research, c. 6, sy. 1, 2022, ss. 34-44, doi:10.51726/jlr.1140966.
Vancouver Eker Uka E. An Extended Literature Review on EFL Teachers’ Self-Concept. JLR. 2022;6(1):34-4.