Articles | Open Access | https://doi.org/10.37547/ajps/Volume04Issue01-03

UNVEILING EMPOWERMENT: EXPLORING TEACHER SELF-EFFICACY DYNAMICS IN EFL TEACHER TRAINING COURSES

Biook Ahangarana , Ph.D. Candidate of Applied Linguistics, Department of Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Seifoori Behnam , Associate Professor of Applied Linguistics, Department of Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

This research delves into the intricate dynamics of teacher self-efficacy within the context of English as a Foreign Language (EFL) teacher training courses. The study aims to unravel the factors influencing teacher self-efficacy and assess its impact on teaching practices and professional development. Through a mixed-methods approach, combining surveys and qualitative interviews, this investigation seeks to provide a nuanced understanding of how teacher self-efficacy functions as a pivotal and tractable variable in EFL teacher training. The findings contribute to the broader discourse on teacher empowerment and instructional effectiveness.

Keywords

Teacher Self-Efficacy, EFL Teacher Training, Empowerment

References

Aghaalikhani, H., & Maftoon, P. (2018). English teacher education programs and professionalism: The case of Iranian novice/experienced teachers. Research in English Language Pedagogy, 6(1), 78-94.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258-269.

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich: Information Age Publishing.

Borg, S. (2005). Teacher cognition in language teaching. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 190-209). New York: Palgrave MacMillan.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.

Borg, S. (2010). Language teacher research engagement. Language Teaching,43(4), 391-429.

Borg, S. (2011). Language teacher education. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 215-228). New York: Routledge.

Brown, D., & Ferrill, M. J. (2009). The taxonomy of professionalism: Reframing the academic pursuit of professional development. American Journal of Pharmaceutical education, 83(4), 1-10.

Chea, S., & Shumow, L. (2014). The relationships among writing self- efficacy, writing goal orientation, and writing achievement. Language Education in Asia, 5(2), 253-269.

Article Statistics

Copyright License

Download Citations

How to Cite

Biook Ahangarana, & Seifoori Behnam. (2024). UNVEILING EMPOWERMENT: EXPLORING TEACHER SELF-EFFICACY DYNAMICS IN EFL TEACHER TRAINING COURSES. American Journal of Philological Sciences, 4(01), 13–19. https://doi.org/10.37547/ajps/Volume04Issue01-03