Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools

This study investigated pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers’ views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in ‘using visual materials’, ‘giving simple instructions’, and ‘using gestures, facial expressions and body language effectively’, they reported feeling least efficacious in ‘using mainly kinaesthetic activities’, ‘managing class time effectively’, and ‘knowing how each language skill can be developed’. Pre-service teachers agreed that the ‘teaching practicum’ was the most ineffective aspect of the programme, followed by ‘lack of practice-based courses’, ‘inadequate number of teaching English to young learners courses’, and ‘language courses’. In-service teachers reported having problems because of ‘limited class hours’, ‘poor textbooks’, ‘lack of technological resources’, ‘lack of learner preparedness’, ‘lack of learner motivation’, and ‘large classes’. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools

PDF

___

Arslan, R. Ş. (2013). Non-native pre-service English language teachers achieving intelligibility in English: Focus on lexical and sentential stress. Procedia – Social and Behavioral Sciences, 70, 370-374
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35, 28-32.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. Longman Publishing Group.
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development, 11, 203-219.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation (Rep. No. R-1589/7-HEW). Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 140 432)
Cameron, L. (2001). Teaching Languages to young learners. Cambridge University Press.
Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257-272.
Chang, M., & Goswami, J. S. (2011). Factors affecting the implementation of communicative language teaching in Taiwanese college English classes. English Language Teaching, 4(2), p3.
Cheng, H. F. (2015). The relationships between Taiwanese elementary English teachers’ qualification, teaching experiences and teacher’s efficacy beliefs. International Journal of Education and Social Science, 2, 29-40.
Council of Higher Education (2006). Eğitim fakültesi öğretmen yetiştirme lisans programları [Undergraduate programme of teacher education at faculty of education]. Meteksan: Ankara.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.) Great Britain: Routledge.
Crookes, G., & Chaudron, C. (1991). Principles of classroom language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed.), 46-67. New York: Newbury House.
Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68, 223-230.
Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock's model. Australian Journal of Teacher Education, 35, 24-42.
Cousins, J. B., & Walker, C. A. (2000). Predictors of educators' valuing of systematic inquiry in schools. Canadian Journal of Program Evaluation, 25-52.
Çelik, S., & Arıkan, A. (2012). A qualitative study of the effectiveness of teacher education programs in preparing primary school english language teachers. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Faculty of Education], 32, 77-87.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self.Teaching and Teacher Education, 24, 751-766.
Demirel, Ö. (1989). Yabancı dil ögretmenlerinin yeterlikleri [Competencies of foreign language teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Faculty of Education], 4, 5-26.
Demirtaş, İ., & Sert, N. (2010). English education at university level: Who is at the centre of the learning process? Novitas-ROYAL (Research on Youth and Language), 4, 159-172.
Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (Vol. 2) (pp. 719-731). New York: Springer.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Erlbaum.
Ellis, G. (2014). Young learners: clarifying our terms. ELT Journal, 68, 75-78.
Enever, J. (2014). Primary English teacher education in Europe. ELT Journal,68, 231-242.
Ersöz, A. (2007). Teaching English to young learners. Ankara: Kozan Ofset.
Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Crows Nest, Australia: Allen & Unwin.
Feryok, A. (2008). An Armenian English language teacher’s practical theory of communicative language teaching. System, 36, 227-240.
Gahin, G. H. (2001). An investigation into EFL teachers’ beliefs and practices in Egypt: An exploratory study. Unpublised PhD thesis. University of Exeter, UK.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. British Council ELT, 11, 1-29.
Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of california teachers' challenges, experiences, and professional development needs. The Center for the Future of Teaching and Learning.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.
Gürbüz, N. (2006). Different perceptions of pre-service English teachers’ strengths and weaknesses in the practicum: A case study in Turkey. ELTED, English Language Teacher Education and Development, 9, 39-46.
Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Eurasion Journal of Educational Research, 53, 59-74.
Haznedar, B. (2012). Perspectives on preservice education of English language teachers in Turkish primary schools. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on teaching and learning: Policies and practices (pp. 39-58). Berlin: Peter Lang.
Haznedar, B., & Uysal, H. H. (2010). Introduction: embracing theory and practice in teaching languages to young learners. In B. Haznedar & H. H. Uysal (Eds.), Handbook for teaching foreign language to young learners in primary schools (pp. 1-20). Ankara: Ani Yayincilik.
Heneman, H. G., Kimball, S., & Milanowski, A. (2006). The teacher sense of efficacy scale: Validation evidence and behavioural prediction (WCER Working Paper No. 2007-7). Madison, WI: Wisconsin Center for Education Research.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48, 315-328.
İnal, S., & Büyükyavuz, O. (2013). English trainees’ opinions on professional development and pre-service education. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Faculty of Education, 28, 221-233.
Jin, L., & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China. International Journal of Educational Research, 29, 739-761.
Jin, L., Liang, X., Jiang, C., Zhang, J., Yuan, Y., & Xie, Q. (2014). Studying the motivations of Chinese young EFL learners through metaphor analysis. ELT Journal, 68, 286-298.
Karakaş, A. (2012). Evaluation of the English language teacher education program in Turkey. ELT Weekly, 4, 1-16.
Karavas, E. (2014). Implementing innovation in primary EFL: A case study in Greece. ELT Journal, 68, 243-253.
Kavas, A. B., & Bugay, A. (2009). Öğretmen Adaylarının Hizmet Öncesi Eğitimlerinde Gördükleri Eksiklikler ve Çözüm Önerileri [Perceptions of prospective teachers about deficiencies of Pre-Service teacher education and suggestions]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Faculty of Education], 25, 13-21.
Kırkgöz, Y. (2008). A case of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875.
Kitao, K., & Kitao, S. K. (1996). Using the Internet for teaching English.(ERIC Document Reproduction Service No. ED397645)
Locastro, V. (1989). Large Size Classes: The Situation in Japan. (Project Report No. 5). Leeds, England: Lancaster-Leeds Language Learning in Large Classes Research Project.
Lamie, J. M. (1999). Making the textbook more communicative. The Internet TESL Journal, 5.
Li, D. (1998). It's always more difficult than you plan and imagine: Teachers' perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-703.
Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum Associates.
Martins, C. B., Steil, A. V., & Todesco, J. L. (2004). Factors influencing the adoption of the Internet as a teaching tool at foreign language schools. Computers & Education, 42, 353-374.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self-and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258
Ministry of National Education (MONE), (2013). Teaching programme for English lessons at primary schools. Ankara. Retrieved on 19 December 2015 from http://ttkb.meb.gov.tr/program2.aspx?islem=1&kno=214
Ögeyik, C. M. (2009). Evaluation of English language teaching education curriculum by student teachers. Üniversite ve Toplum [University and Society], 9(1).
Richards, J. C. (1998). Beyond training. New York: Cambridge University Press.
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17, 51-65.
Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K-3. The Elementary School Journal, 102, 141-156.
Saville-Troike, M. (1976). Foundations for teaching English as a second Language. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Sayer, P., & Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. ELT Journal, 68, 321-329.
Schulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Schindler, A. (2006). Channeling children‟ s energy through vocabulary activities. In English Teaching Forum, 44, 8-12.
Seban, D. (2008). Öğretmenlerin yazılı öğretimi hakkındaki inanç ve uygulamalarına durum çalışmaları üzerinden bir bakış [A Look within Individual Cases into Elementary Teachers’ Beliefs and Practices of Writing Instruction]. Elementary Education Online, 7, 512-521
Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369-378.
Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press.
Şallı-Çopur, D. (2008). Teacher effectiveness in initial years of service: a case study on the graduates of METU foreign language education program (Unpublished PhD Thesis). Middle East Technical University, Turkey.
Teeler, D., & Gray, E. (2000). How to use the Intemet in ELT. Harlow: Longman.
Thomas, A. L. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed.) Language teacher education: An integrated programme for ELT teacher training ELT Documents 125 London: Modern English Publications/The British Council. 33-42.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17, 783-805.
Tschannen-Moran, M. Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68, 202-248.
Tschannen‐Moran, M., & McMaster, P. (2009). Sources of self‐efficacy: Four professional development formats and their relationship to self‐efficacy and implementation of a new teaching strategy. The Elementary School Journal,110, 228-245.
Uztosun, M. S. (2011). A qualitative study into English language teachers’ and students’ beliefs and practices in Turkey. The International Journal of Research in Education, 2, 16-34.
Uztosun, M. S. (2013a). The role of student negotiation in improving the speaking ability of Turkish university EFL students: An action research study (Unpublished EdD Thesis). University of Exeter, UK.
Uztosun, M. S. (2013b). An ,nterpretive study into elementary school English teachers' beliefs and practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4, 20-33.
Uztosun, M. S., & Troudi, S. (2015). Lecturers' views of curriculum change at English Language Teaching departments in Turkey. Novitas-ROYAL (Research on Youth and Language), 9, 15-29.
Uztosun, M. S. (in press). Profiles of Turkish pre-service teachers of English in terms of language learning background. Journal of Further and Higher Education.
Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19, 447-461.