Development and Validation of an English Language Teacher Learning Scale

Autor/inn/en	Aliakbari, Mohammad; Malmir, Bahareh
Titel	Development and Validation of an English Language Teacher Learning Scale
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1292613 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malmir, Bahareh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1292613
Schlagwörter	Psychometrics; English Teachers; English Teacher Education; Rating Scales; Outcome Measures; Test Construction; Factor Analysis; Test Reliability; Test Validity; Teacher Evaluation; Predictor Variables; Interviews; Check Lists; Elementary Secondary Education; Postsecondary Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Rating-Skala; Testaufbau; Faktorenanalyse; Testreliabilität; Testvalidität; Teacher appraisal; Lehrerbeurteilung; Prädiktor; Interviewing; Interviewtechnik; Checkliste; Post-secondary education; Tertiäre Bildung; Statistische Analyse
Abstract	Teacher learning is of significant importance in mainstream education and a number of attempts have been made to measure the quality of teacher learning across different contexts. The available instruments, however, have been originally developed to assess teachers' perceptions of a single contributive element of teacher learning; therefore, multiple interacting variables which influence the complex process of teacher professional development in English Language Teaching (ELT) contexts have received little attention. This study aimed at developing and validating an instrument whose items are particular to ELT teachers and contexts. To this end, based on a detailed study of the related literature, interviews with ELT practitioners and teacher education professionals, a preliminary theoretical model was proposed. The model was verified and developed into an English Language Teacher Learning Scale. After developing the scale and administering it to 184 ELT teachers, it was validated through both exploratory and confirmatory factor analyses which resulted in a few alterations. This study portrays a more inclusive picture of teacher learning in ELT contexts in terms of factors related to teacher cognition and belief, teacher emotions, teacher motivation, and contextual variables. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01