A contextual measure of teacher efficacy for teaching primary school students who have ESL
Tangen, Donna Jean (2007) A contextual measure of teacher efficacy for teaching primary school students who have ESL. .
The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Fielding-Barnsley, Ruth& Spooner-Lane, Rebecca|
|Keywords:||cyclical model of teacher efficacy, English as a second language (ESL), ESL contextual considerations, sources of efficacy beliefs, teacher efficacy, teaching strategies|
|Department:||Faculty of Education|
|Institution:||Queensland University of Technology|
|Copyright Owner:||Copyright Donna Jean Tangen|
|Deposited On:||03 Dec 2008 14:04|
|Last Modified:||22 Feb 2013 14:56|
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