Examining the Interplay between English Language Teachers' Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research

Autor/inn/en	Eginli, Ilknur; Dikilitas, Kenan
Titel	Examining the Interplay between English Language Teachers' Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research
Quelle	In: i.e.: inquiry in education, 14 (2022) 1, Artikel 3 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Efficacy; Self Concept; Action Research; Cognitive Processes; Beliefs; Psychological Patterns; Emotional Response; Language Teachers; English (Second Language); Foreign Countries; Teacher Effectiveness; Teacher Researchers; Turkey; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Projektforschung; Cognitive process; Kognitiver Prozess; Belief; Glaube; Emotionales Verhalten; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerforschung; Türkei
Abstract	Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are encouraged to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers' researcher self-efficacy beliefs and growth mindset, hypothesizing that action research can impact. The participants of this study comprised 219 practicing English language teachers who had varying degrees of action research engagement during or after their graduate programs in English language teaching. The study used a quantitative research design employing two questionnaires. The findings show that while teachers' researcher efficacy beliefs increased dramatically with the increase in their action research involvement, there was no noticeable relationship between teachers' mindset and teacher-researcher self-efficacy beliefs. We draw critical implications for language teachers and provide recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset. (As Provided).
Anmerkungen	Center for Inquiry in Education. National Louis University, 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01