TY - JOUR
T1 - An English teacher’s developing self-efficacy beliefs in using groupwork
AU - Wyatt, Mark
N1 - NOTICE: this is the author’s version of a work that was accepted for publication in System : An International Journal of Educational Technology and Applied Linguistics. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in System : An International Journal of Educational Technology and Applied Linguistics, Vol. 38, no. 4, DOI: 10.1016/j.system.2010.09.012
PY - 2010/12
Y1 - 2010/12
N2 - In this article, I explore how an English teacher’s self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge relating to the learners and learning, the curriculum, teaching techniques, the school context and his own sense of himself as a researcher of his own practice. Results indicate that, throughout the three-year programme, there was unevenness in growth across these various dimensions of practical knowledge, which appeared to influence the teacher’s developing self-efficacy in using groupwork in various ways. After exploring possible reasons for this, I discuss implications.
AB - In this article, I explore how an English teacher’s self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge relating to the learners and learning, the curriculum, teaching techniques, the school context and his own sense of himself as a researcher of his own practice. Results indicate that, throughout the three-year programme, there was unevenness in growth across these various dimensions of practical knowledge, which appeared to influence the teacher’s developing self-efficacy in using groupwork in various ways. After exploring possible reasons for this, I discuss implications.
U2 - 10.1016/j.system.2010.09.012
DO - 10.1016/j.system.2010.09.012
M3 - Article
SN - 0346-251X
VL - 38
SP - 603
EP - 613
JO - System: An International Journal of Educational Technology and Applied Linguistics
JF - System: An International Journal of Educational Technology and Applied Linguistics
IS - 4
ER -