Professional development through action research: Impact on self-efficacy  

Oleh:

Cabaroglu, Nese

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 44 (2014), page 79-88.
Topik: Self-efficacy; Action research; Teaching English as a foreign language; Professional development; Teacher education; Pre-service; Student teacher
Fulltext: System_44_2014_Cabaroglu.pdf (290.35KB)

Isi artikel

This paper reports on a study that adopted a mixed method research design to explore the impact of action research on English language teacher candidates’ self-efficacy beliefs in a 14-week course in which action research was utilised. The course was designed to help prospective teachers understand and improve their classroom practice and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base. The participants were given the opportunity and encouraged to take a more active role in their professional development. The study involved the use of self-efficacy scales, reflective journals and a course evaluation form to collect data about the participants’ selfefficacy belief changes and learning experiences in the course. The results showed that the participants experienced growth in teaching efficacies, increased self-awareness, improved problem-solving skills and enhanced autonomous learning. These results show that action research is a valuable tool to develop pre-service English language teacher candidates’ selfefficacy.

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