'I Have Survived and Become More Confident': Effects of In-Service TKT-Based Training on Primary School English Teachers' Professional Beliefs and Self-Efficacy

Autor/inn/en	Wang, Xiaojing; Fang, Fan; Elyas, Tariq
Titel	'I Have Survived and Become More Confident': Effects of In-Service TKT-Based Training on Primary School English Teachers' Professional Beliefs and Self-Efficacy
Quelle	In: Cambridge Journal of Education, 53 (2023) 4, S.511-532 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xiaojing) ORCID (Fang, Fan) ORCID (Elyas, Tariq)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2023.2186373
Schlagwörter	Self Efficacy; Inservice Teacher Education; Faculty Development; Elementary School Teachers; Language Teachers; English (Second Language); Student Attitudes; Educational Quality; Foreign Countries; Knowledge Level; Resistance to Change; Teacher Attitudes; Attitude Change; China (Beijing) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Quality of education; Bildungsqualität; Ausland; Wissensbasis; Lehrerverhalten; Attitudinal change; Einstellungsänderung
Abstract	Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-service primary school English teachers in China, particularly concerning dynamic changes in their professional beliefs and self-efficacy due to participation in the programme. In this study, 42 English teachers were recruited from 15 primary schools to participate in the CPD programme. Through focus groups and teachers' journals, the findings showed that the teachers experienced complex transformations in their professional beliefs and self-efficacy, and revealed some influential factors of the change. This paper provides suggestions to optimise CPD programmes and facilitate long-term professional development for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01