Professional development through action research: Impact on self-efficacy

Cabaroğlu, Neşe

doi:10.1016/j.system.2014.03.003

Cited by 101 publications

(69 citation statements)

References 43 publications

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“…The impact on LTSE beliefs of specific kinds of language teacher education interventions, such as being engaged in action research during a pre-service course (Cabaroglu, 2014) or carrying out teacher research during a three-year in-service BA TESOL (Wyatt, 2008), have also been researched. Cabaroglu's (2014) study highlights, for example, how empowering engaging in action research can be for pre-service EFL teachers.…”

Section: Changes Shaped By Language Teacher Educationmentioning

confidence: 99%

“…Cabaroglu's (2014) study highlights, for example, how empowering engaging in action research can be for pre-service EFL teachers. While the teachers in her study were typically inefficacious in managing student behaviour at the outset, they were encouraged to take charge of their own learning, which led to insights.…”

Section: Changes Shaped By Language Teacher Educationmentioning

confidence: 99%

“…Besides problems relating to over-efficaciousness, the acute problems faced by inefficacious novice teachers (Atay, 2007;Chiang, 2008;Cabaroglu, 2014) and in-service teachers undertaking new tasks, such as a teacher in Wyatt (2013) who complained of sleep loss, also require more attention. The deeply emotive language produced by such teachers, when discussing low LTSE beliefs, illustrates the extent to which affective/physiological arousal (Bandura, 1986) can shape teachers' experiences.…”

Section: Implications For Research and Teacher Educationmentioning

confidence: 99%

See 2 more Smart Citations

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

Wyatt¹

2018

AJTE

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Section: Changes Shaped By Language Teacher Educationmentioning

confidence: 99%

Section: Changes Shaped By Language Teacher Educationmentioning

confidence: 99%

Section: Implications For Research and Teacher Educationmentioning

confidence: 99%

See 1 more Smart Citation

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

Wyatt¹

2018

AJTE

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“…Many researchers have proved the value of teachers' inquiry into their teaching practices as a crucial variable of their professional growth (Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010). They consider classroom research as an effective way whereby teachers can enhance their professional development through reflection on the teaching action (Cabaroglu, 2014;Cochran-Smith & Lytle, 1999). Borg (2010) advocates that teachers adopt an inquisitive stance toward their own teaching in order to understand what happens in their classrooms and the effects of their actions on students' learning.…”

Section: Inquiry-based Teacher Development Activitiesmentioning

confidence: 99%

Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin

Agbayahoun¹

2016

IJEL

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Using a survey, this study examines EFL teachers' views on professional development, the models of teacher development they are familiar with, and their experiences in the area. The study also inquires into the teachers' knowledge and opinions about inquiry-based teaching. The results indicate that though the EFL teachers often have the opportunity to participate in teacher development activities, these activities do not enable them to develop the skill of reflection and action on practice as they are patterned on top-down models of teacher development and happen in a one-shot workshop-style. Other teacher development activities such as action-research, reading research findings in the field, peer observation, mentoring, or teacher networking are unfamiliar to them. While the participant EFL teachers acknowledged that the top-down teacher development activities give them exposure to informative input, they also reported that such activities, paradoxically, have little impact on their teaching and students' learning. Most of them acknowledged having very little knowledge of teacher development activities that involve self-intiative and autonomy, and they expressed interest in learning about and trying action-research in their classrooms.

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“…A growing body of international research advocates that teachers should engage in inquiries about their teaching practice (Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010) as an effective way to enhance their professional development because it promotes reflection (Cochran-Smith & Lytle, 1999), and self-efficacy beliefs (Cabaroglu, 2014).…”

Section: Professional Development Through Action Researchmentioning

confidence: 99%

Professional Development of Mexican Secondary EFL Teachers: Views and Willingness to Engage in Classroom Research

Roux¹,

Valladares²

2014

ELT

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The effective implementation of any educational reform is largely dependent on the preparation of teachers. In the case of the National English Program in Basic Education, (NEPBE) implemented in public schools in Mexico in 2009, teacher preparation options have been designed by both public and private higher education institutions in several states of the country. Most options have been based on the needs of teacher trainers and educational administrators, rather than on teachers' needs. This paper presents the partial results of a professional development needs analysis carried out with secondary English language teachers in northeast Mexico. The study examined the teachers' previous professional development experiences; their views on professional development contents and formats; and disposition to engage in inquiry-based professional development. Results indicated that stand-alone and degree courses were the only professional development activities the participants had experienced. Other practices such as mentoring, peer observation, attending conferences, or networking, were unfamiliar to the majority of them. Although most of the teachers considered that training courses had a high impact on teaching, some of them valued the impact of professional development practices that involve autonomy, reflection and collaboration. A high percentage of teachers reported disposition to learn about and engage in classroom research.

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Professional development through action research: Impact on self-efficacy

Cited by 101 publications

References 43 publications

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin

Professional Development of Mexican Secondary EFL Teachers: Views and Willingness to Engage in Classroom Research

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