Exploring the Key Domains Where Teacher Efficacy Beliefs Operate for Japanese High-School English Teachers

Autor/inn/en	Thompson, Gene; Dooley, Karen
Titel	Exploring the Key Domains Where Teacher Efficacy Beliefs Operate for Japanese High-School English Teachers
Quelle	In: Asia Pacific Education Review, 20 (2019) 3, S.503-518 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Gene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-019-09607-y
Schlagwörter	Foreign Countries; Self Efficacy; High School Teachers; English (Second Language); Teacher Collaboration; English Instruction; Feedback (Response); Beginning Teachers; Cultural Context; Beliefs; Learning Experience; Japan + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerkooperation; English langauage lessons; Englischunterricht; Junior teacher; Junglehrer; Belief; Glaube; Lernerfahrung
Abstract	Bandura (in: Pajares and Urdan, Self-efficacy beliefs of adolescents, Information Age, Greenwich, 2006) suggested that efficacy beliefs should be considered in relation to key challenges within a (teaching) context. As part of a larger project on the teacher efficacy beliefs of Japanese high-school teachers of English (JTEs), this paper reports exploratory findings of (i) the key domains of challenge in which JTEs' teacher efficacy beliefs operate; and (ii) sources of information that may influence the formation and substance of those beliefs. Data from interviews with six purposively selected participants were analysed using a theoretical thematic analysis approach. Eight domains of teacher challenge were identified, comprised of individual and collective dimensions of teacher efficacy towards L2 usage, L2 instruction and teacher collaboration. Collaborative action was found to be a key challenge, suggesting that professional development should focus on strengthening JTEs' beliefs about collective capability. Results suggest that social feedback by colleagues is a key source of efficacy, especially for novices. This may reflect cultural influences in the Japanese context. Personal and vicarious experiences of teaching were also identified as efficacy-forming sources. It seems also that past learning experiences act as sources of efficacy information, something future studies might explore. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01