Developing an ELT Context-Specific Teacher Efficacy Instrument

Autor/inn/en	Akbari, Ramin; Tavassoli, Kobra
Titel	Developing an ELT Context-Specific Teacher Efficacy Instrument
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 45 (2014) 1, S.27-50 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214523345
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Teacher Effectiveness; Measures (Individuals); Models; Interviews; Student Attitudes; Likert Scales; Social Cognition; Social Theories; Teacher Attitudes; Factor Analysis; Construct Validity; Observation; Vignettes; Context Effect; Teaching Experience; Teacher Characteristics; Questionnaires + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messdaten; Analogiemodell; Interviewing; Interviewtechnik; Schülerverhalten; Likert-Skala; Soziale Kognition; Gesellschaftstheorie; Lehrerverhalten; Faktorenanalyse; Beobachtung; Fragebogen
Abstract	Teacher efficacy is a topic of significance in mainstream education and various instruments have been developed to measure this construct. The available instruments however, are general both in terms of their subject matter and context. To compensate for this generality, the present study aims to develop a new teacher efficacy instrument whose items are specific to ELT classes. To this end, based on a thorough analysis of the existing literature and the researchers' conceptualization of typical ELT classes, a tentative theoretical model of ELT teacher efficacy was developed. This phase was followed by a series of classroom observations plus interviews with students, teachers, and experts. The model was then crosschecked against the results of the observations and interviews, and evolved into a scenario-based, Likert-scale ELT teacher efficacy instrument (ELTEI). The newly developed instrument was validated through administering it to 206 English language teachers, leading to some modifications in the model. The study hopefully can lead to a more meaningful interpretation of teacher efficacy in terms of context, language skills, students' age and proficiency, as well as teachers' perception in L2 settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10