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

Abstract

ABSTRACT. 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.

Hizmetiçi Öğretmenlerin Türkiye'de İngilizce Öğretim Kalitesi Hakkında Görüşleri

“…This finding provides support for the argument that time constraints make it difficult to use different materials and present a variety of activities in classes (Garton, Copland, & Burns, 2011). This finding is in line with the findings of Uztosun's (2016) study in which limited class hours were found to be the major factor that obstructs effective ELT at primary schools in Turkey. In a study carried out to reveal the factors that influence the provision of communicative-oriented curriculum innovation at primary schools in Turkey, Kırkgöz (2008) found that limited instructional time was one of the obstacles.…”

Self-Efficacy Beliefs of Students of Primary Education towards Teaching English

“…In addition, it is observed that a few studies had similar findings with the present study although there was no similarity in terms of sampling/study group. In this scope, in a study conducted by Uztosun (2016), self-efficacy beliefs of students at the department of English teaching who will teach English teaching course at primary school level were found low at similar points. Similarly, in a study conducted by Tarcanlıoglu (2001), it was found that students at the department of English teaching did not feel sufficient themselves particularly within the scope of reading activities.…”

“…noktaları zor bulduklarını ifade etmişlerdir. Uztosun (2016) tarafından yapılan çalışmada ise ilkokul düzeyinde İngilizce öğretimi dersine girecek olan İngilizce öğretmenliği bölümünde okuyan öğrencilerinde benzer noktalarda öz-yeterlik inançlarının düşük olduğu tespit edilmiştir. Benzer şekilde Tarcanlıoglu (2001), yaptığı çalışmada ingilizce öğretmenliği bölümünde okuyan öğrencilerin özellikle okuma çalışmaları bağlamında kendilerini yeterli hissetmediklerini tespit etmiştir.…”

English Teaching Reconstruction at Indonesian Elementary Schools: Students' Point of View

“…However, problems have been encountered in the implementation of TEYL in elementary schools in non-native countries such as limited class hours, inadequate textbooks, lack of learning resources, lack of learner motivation, and large classes (Uztosun, 2016). Having limited class hours directs teachers to only focus on completing the textbook.…”