Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941421 | System | 2017 | 12 Pages |
Abstract
Teachers' efficacy beliefs exert a significant influence on their practice and their students' learning. This study investigates the contribution of two six-month Professional Learning Community (PLC) interventions to 10 English as a Foreign Language (EFL) novice and experienced teachers' self-efficacy. The data were collected through pre and post-interviews with the participants, their reflective journals, and recordings of the PLC meetings. The findings suggest that the experienced teachers' self-efficacy improved in terms of employing innovative instructional strategies and language proficiency. An increase was also observed in the novice teachers' self-efficacy for classroom management, their autonomy, and their perceived language proficiency. Finally, the participants in both groups developed a stronger sense of professional community membership as reflected in their focus on their collective efficacy toward the end of the PLCs.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Rezvan Zonoubi, Abbas Eslami Rasekh, Mansoor Tavakoli,