EFL teacher self-efficacy development in professional learning communities

Zonoubi, Rezvan; Rasekh, Abbas Eslami; Tavakoli, Mansoor

doi:10.1016/j.system.2017.03.003

Cited by 66 publications

(57 citation statements)

References 46 publications

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“…Considering the environment faced by community college faculty "where individual autonomy is interfaced with organizational interdependence… faculty member efficacy is an important area for exploration" (Shavaran, Rajaeepour, Kazemi, & Zamani, 2012). Studies indicate faculty with high self-efficacy expect more of themselves and their students (Heslin & Klehe, 2006;Kahn et al, 2015), and faculty development programs can increase one's perception of self-efficacy (Nugent, Bradshaw, & Kito, 1999;Rodgers, Christie, & Wideman, 2013;Rowbatham, 2015;Singh, De Grave, Ganjiwale, & Supe, 2013;Zonoubi, Rasekh, & Tavakoli, 2017). Different models of faculty development attempt to increase faculty ease and skill, but there is limited understanding of how specific models may or may not be effective for community college faculty.…”

Section: Review Of Literaturementioning

confidence: 99%

“…"Faculty professional development has long been understood as central to improving teacher satisfaction, classroom instruction, and student achievement" (Gyurko, MacCormack, Bless, & Jodl, 2016, p. 7). Studies indicate that faculty development programs can increase self-efficacy (Rodgers, Christie, & Wideman, 2013;Nugent, Bradshaw, & Kito, 1999;Rowbotham, 2015;Singh, De Grave, Ganjiwale, & Supe, 2013;Zonoubi, Rasekh, & Tavakoli, 2017), and teachers with high self-efficacy expect to promote student learning (Heslin & Klehe, 2006;Morris & Usher, 2011). Institutions of higher learning need to invest appropriate resources towards effective faculty development programs (Sprouse, Ebbers, & King, 2008;Younger, 2011), but more importantly, such support must illustrate new models that promote authentic learning and development opportunities (Chung Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009;Desimone, 2009;Desimone, Porter, Garret, Yoon, & Birman, 2002;Garet, Porter, Desimone, Birman, Yoon, 2001;Penuel, Fishman, Yamaguchi, & Galagher, 2007;Wayne, Yoon, Cronen, & Garet, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Faculty development programs and peer mentoring offer great opportunities for new faculty to observe and learn from their more experienced peers Hoy and Spero (2005). note, "The more closely the observer identifies with the model, the stronger the impact on efficacy" (p. 345) Zonoubi et al (2017). concluded that both new and experienced teacher's self-efficacy improved through collaborative reflection and peer observation as a component of a professional development intervention.…”

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The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill.Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning allows for participants to share problems, ideas, viewpoints, and collaboration towards solutions. Faculty development grounded in social learning theory may serve as a viable option for community college faculty to learn best practices in teaching and learning via social influence and social reinforcement. Therefore, the purpose of this study was to determine the effect, if any, of professional development modeled upon social learning theory on community college teacher efficacy. Administrators and faculty developers may find the results of this study useful as they make decisions about program design and resource allocation.iii A pre-experimental, one-group pre-and post-test research design using the Teacher's Sense of Efficacy Scale was used to measure the effectiveness of a faculty development treatment on teacher efficacy beliefs in the constructs of classroom management, student engagement, and instructional strategies. This method enabled a comparison of efficacy levels prior to and after participation in faculty professional development as a means to determine any potential influence.Data were analyzed by employing dependent and independent sample t-tests to determine differences in teacher efficacy mean scores over time. Findings indicated no significant differences in pre-and post-test scores for overall teacher efficacy and efficacy in the constructs of classroom management, student engagement, and instructional strategies. However, there was a significant difference in overall teacher efficacy scores after participating in the faculty development treatment between new and experienced faculty. From these findings, three themes were drawn that provide specific recommendations for community college faculty development program design. iv

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Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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“…E-portfolio also indicated an increase in teacher reflection and collaboration (Hooker 2017). Pre-and post-interview, reflective journals, and recoding of professional learning community intervention indicated that experienced teachers' self-efficacy was improved in terms of more use of innovative teaching strategies and language proficiency, and novice teachers were improved in terms of classroom management and autonomy (Zonoubi et al 2017).…”

Section: Developing a Measure For Teacher Competencesmentioning

confidence: 99%

Designing and validating a potential formative evaluation inventory for teacher competences

Mohamadi

Malekshahi

2018

Lang Test Asia

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Background: Inadequacy of authority-based defensive teaching and summative and product-based evaluation such as certification and observation measures in providing information about the actual teaching teachers do was an inspiration in this study to design an inventory for formative and process-based evaluation of teacher competences. This study aimed at designing an inventory for formative and process-based evaluation of teacher competences. Methods: To this end, teacher competences were theoretically defined and the indicators of competence in practice were derived and operationalized through Competency Framework for Teachers proposed by department of education and training in Australia (2004) by a panel of five EFL (English as a foreign language) teaching experts through focused group discussion. The resulting inventory was 65 items on four teacher competences including critical, clinical, personal and technical competences from three perspectives of student, departmental, learning and growth measured on 5 point likert scale. Results: Testing the inventory with 216 Iranian EFL teachers indicated that there were high Cronbach's alpha reliability indices for the three main perspectives and their dimensions. This implies that the inventory enjoyed appropriate internal consistency. The results of exploratory factors analysis indicated that there was no construct irrelevant factor and all the indicators were loaded in the related teacher competence and perspective dimension. Four separate structural equation models (SEM) were tested in order to probe the trait structure of the inventory. The first three SEM models targeted the three perspectives individually, while the last model explored the structure of the total data. The results indicated that all items had significant contributions to their respective dimensions. Conclusions: The potential application of this inventory in teacher education programs and the factors that limit its applicability were discussed.

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“…In a PLC, teachers have opportunities to ask questions, observe and be observed, solve problems, share ideas, and give and receive feedback. Recent research suggests that these collaborative experiences in PLCs improved teachers' self-efficacy and increased student development (Zonoubi, Eslami Rasekh, & Tavakoli, 2017). PLCs are traditionally comprised of grade level teams (e.g.…”

Section: Collaborationmentioning

confidence: 99%

Lesson Study

Corsini¹

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While much research addresses the benefits of collaborative professional development, such as Professional Learning Communities and Lesson Study, special educators are often left out of these opportunities. This research focuses on the problems related to limited and specialized collaboration between general and special educators. In addition, special educators are leaving the field at high rates, and often report feelings of isolation and disconnect. This study builds upon current research, with the purpose of explaining how Lesson Study impacts collaboration between general educators and special educators. An explanatory sequential mixed methods approach was used to provide a multifaceted view of the collaborative Lesson Study. This research includes survey data from general and special educators, video data of pre and post discussions from four Lesson Studies, and interviews from teachers, after completing the Lesson Study. The results demonstrate that problem-solving is cyclical during the Lesson Study process and teachers experience benefits from the cyclical opportunities to reflect, collaborate, and improve teaching practices. Lesson Study between general and special educators, at one schoolsite, challenges the traditional hierarchy between general and special education programs,showing that teachers can work together to improve the practices of all teachers and therefore the learning of all students. iv

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EFL teacher self-efficacy development in professional learning communities

Cited by 66 publications

References 46 publications

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Designing and validating a potential formative evaluation inventory for teacher competences

Lesson Study

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