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Autor/inBrown, Wayne Erwin
TitelCommunicate Globally, Teach Locally: An Action Research Project Analyzing Self-Efficacy Competence of African American Native English Speakers (NESs) Teaching in a Foreign Placement
Quelle(2018), (140 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Northeastern University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN9780438277571
SchlagwörterHochschulschrift; Dissertation; Action Research; Self Efficacy; Black Dialects; African American Teachers; Overseas Employment; Language Variation; Goal Orientation; Afrocentrism; Self Concept; Racial Identification; English (Second Language); Language Teachers; Second Language Learning; Second Language Instruction; Teacher Attitudes; Foreign Countries
Abstract"Communicate Globally, Teach Locally" observers that the English language has evolved to be the predominant language of business and for communication globally, which allows thousands of NESs to go abroad and work as English teachers in foreign countries. This study assessed how self-efficacy competence of the African American NESs teaching in a foreign placement is evaluated through a quantitative action research approach. For African Americans NESs teaching in foreign placements, higher levels of self-efficacy increases their ability to visualize their abroad experience with success and goal achievement. This study used three frameworks: (1) Self-Efficacy Theory, (2) Afrocentricity, and (3) African American Identification. The researcher sought to present an effective self-efficacy competence survey assessment tool, The WEB International "African American English Teacher Self-Efficacy Questionnaire," intended to help African American NESs teaching in a foreign placement to cope with Black identity issues when interacting with others. Accordingly, this study's research question is as follows: "Does self-efficacy influence African American NESs to teach in a foreign placement?" In this context, the research question serves to review the identity of teachers both racially and culturally in relation to their foreign placement. The null hypothesis was rejected and the alternative hypothesis was accepted. Self-Efficacy did influence African American NESs to teach in a foreign placement. The research question is answered through quantitative methodology of the survey assessment tool, The WEB International "African American English Teacher Self-Efficacy Questionnaire." Descriptive statistics, frequency percentages displayed in tables, and graph charts shown in figures were used to present the questionnaire data. Data was collected from a total of 136 respondents. The results from respondents indicate a high degree of self-efficacy competence as found in each psychological processes pertaining to cognitive, motivational, affective, and selection of self-efficacy affecting human functioning. The findings from the inquiry offer future research into pre-service cultural training, self-efficacy development, qualitative research, and job placement assistance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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