“Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow

Abstract

Conceptual models can fulfil important educative roles, particularly in fields where there are few such models and where constructs are confused, as in research into teachers' self-efficacy beliefs. In this area, one model developed in the late twentieth century subsequently became dominant, but seems flawed. This article addresses criticisms of it and then presents an alternative, this centred on a reflective learning cycle. The new model emerged from a qualitative longitudinal multi-case study of English language teachers developing practical knowledge and self-efficacy beliefs while on an inservice teacher education programme in Oman. Its relevance for other contexts is considered.

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

“…Teachers in such contexts need considerable support in developing positive LTSE beliefs, support that can come from various sources, including facilitative management teams in schools (Jones, 2016). Drawn upon as input at every stage of a reflective cycle, enriching sources of efficacy information can support spiralling growth in LTSE beliefs, as Wyatt's (2016) conceptual model illustrates.…”

“…Regarding the latter, Wyatt (2016) highlights how focusing on self-directed action research tasks helped Omani English teachers, reflecting and experimenting, grow in practical knowledge and LTSE beliefs longitudinally. Engaging in teacher research as continuing professional development helped Turkish English teachers in Wyatt and Dikilitaş (2016) become more efficacious with regard to the specific tasks that concerned them.…”

“…Nevertheless, task-specific self-efficacy beliefs can be generalised over time (Bandura, 1977) and, as this occurs, these task-specific beliefs can contribute to the development of more robust and settled global self-efficacy (GSE) beliefs (Wyatt, 2016), which concern not so much specific strategies or techniques but broader constructs such as (in our field) managing a language class or engaging with language learners. TSE beliefs can be seen as interacting with other kinds of self-beliefs, including growth and fixed mindsets (Dweck, 2000), as highlighted by Wyatt (2013), and can be conceptualised as operating within broader motivational frameworks, such as Ryan and Deci's (2000) 'self-determination theory' (SDT).…”

“…As to how open they are to change, it is increasingly recognised that TSE beliefs are fluid and context-sensitive, and therefore less stable than others in Pajares' (1992) typology of beliefs (Wyatt, 2016). Nevertheless, task-specific self-efficacy beliefs can be generalised over time (Bandura, 1977) and, as this occurs, these task-specific beliefs can contribute to the development of more robust and settled global self-efficacy (GSE) beliefs (Wyatt, 2016), which concern not so much specific strategies or techniques but broader constructs such as (in our field) managing a language class or engaging with language learners.…”

“…TSE beliefs can be defined as teachers' beliefs in their abilities to support learning in various task-, domain-and context-specific cognitive, metacognitive, affective and social ways (Wyatt, 2008(Wyatt, , 2016. As apparent in the early work of Bandura (1977Bandura ( , 1986, a TSE belief includes a central agent-means component (a belief in the ability to take action), which is combined with an outcome expectation (a means-ends belief as to the effect the action will have) (Wheatley, 2005).…”