On the Effectiveness of TESOL/ CELTA Certification Course on Self-Efficacy Perceptions of Iranian Non-Native English Teachers
الموضوعات :Yousef Mousavi 1 , Peyman Rajabi 2 , Hamidreza Khalaji 3
1 - Department of English Language Teaching, Malayer Branch, Islamic Azad University Iran,
2 - Department of English Language Teaching, Malayer Branch, Islamic Azad University Iran
3 - English department, Islamic Azad university, Mlayer, Iran
الکلمات المفتاحية: Teacher Self-Efficacy (TSE), TESOL/CELTA Certification Course, Face to Face, Online, Professional Development,
ملخص المقالة :
Different teacher characteristics affect their teaching in the classroom. Among these characteristics, teacher self-efficacy (TSE) can be mentioned. This study aimed at exploring the impact of different forms of TESOL/CELTA certification course (i.e., face to face and online) on Iranian non-native English teachers’ self- efficacy (TSE) perceptions. İn so doing, a quasi-experimental pretest and posttest design was used. The participants, who were selected through convenient and snowball sampling methods, consisted of 50 male and female Iranian EFL teachers whose majors were Translation and literature in English as well as Teaching in 30 to 40 age range, with one to more than ten years of experience in teaching. To measure the participants’ TSE perceptions, the Teacher Sense of Efficacy Scale (TSES), an extended model of the Ohio State Teacher Efficacy Scale (OSTES), was utilized (Tschannen Moran & Woolfolk Hoy, 2001). Data analysis was conducted at descriptive and inferential levels. As proved by the results of data analysis, the participants significantly improved in terms of their overall TSE perceptions as a consequence of exposure to the CELTA or TESOL certification course. Moreover, the findings revealed that although both face to face and online groups showed a remarkable improvement in their TSE perceptions after CELTA/TESOL certification course, there was a significant difference between the two groups’ TSE perceptions after the course in favor of the face to face group. The findings have some implications for in-service teacher training programs.
Amirian, S. M. R., & Behshad, A. (2016). Emotional intelligence and self-efficacy of Iranian teachers: A research study on university degree and teaching experience. Journal of Language Teaching and research, 7(3), 548.
Anderson, J. (2020). Key concepts in ELT: Reflection. ELT Journal, 74(4), 480-483.
Anderson, K., & Hirschkorn, M. (2012). Student teachers’ perceptions of success: A tale of two universities. International Journal of Management, Knowledge and Learning, 1(2), 189-204.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education: Cengage Learning.
Aydin, B., Sağlam, S., & Bülent, A. (2016). Can CELTA qualification be the new bridge between pre-service and in-service education?: Perceptions of in-service teachers. ELT Research Journal, 5(2).
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28).
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191-215.
Campbell, C. W. (2020). Face-to-face and online instructional delivery formats: a mixed-methods study of teacher self-efficacy in higher education International Journal of Education,, 12(4), 163-175.
Chung, J., & Choi, T. (2016). English education policies in South Korea: Planned and enacted. In English language education policy in Asia (pp. 281-299): Springer.
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational leadership, 66(5), 46-53.
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and teacher education, 24(3), 751-766.
Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. Tesol Quarterly, 46(3), 450-471.
Firouzi, J., & Khabiri, M. (2018). The Comparative Effect of Task Type and Learning Conditions on the Achievement of Specific Target Forms. Journal of Language and Translation, 8(1), 43-55.
Fives, H., & Alexander, P. (2004). Modeling teachers’ efficacy, knowledge, and pedagogical beliefs. Paper presented at the annual meeting of the American Psychological Association, Honolulu, HI.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language teaching, 35(1), 1-13.
Gülcan, M., & Dollar, Y. K. (2016). Turkish EFL teachers’ and administrators’ perceptions of short teacher training courses: The case of CELTA. Turkish Online Journal of English Language Teaching, 1(2), 85-100.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Education policy analysis archives, 13, 10-10.
Liu, Y., Mishan, F., & Chambers, A. (2018). Investigating EFL teachers’ perceptions of task-based language teaching in higher
education in China. The Language Learning Journal, 49(2), 131-146.
Marashi, H., & Azizi-Nassab, F. (2018). EFL teachers’ language p, classroom management, and self-efficacy. International Journal of Foreign Language Teaching and Research, 6(22), 89-102.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The journal of educational research, 101(1), 50-60.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159-172.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
Viadero, D. (2005). Researchers connect lower achievement, high school exit tests. Education Week, 24(21), 10. Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and teacher education, 21(7), 747-766.
Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 23-34.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of educational Psychology, 82(1), 81.
Wyatt, M. (2008). Growth in practical knowledge and teachers' self-efficacy during an in-service BA (TESOL) Programme. University of Leeds,
Wyatt, M. (2013). Overcoming low self-efficacy beliefs in teaching English to young learners. International Journal of Qualitative Studies in Education, 26(2), 238-255.
Wyatt, M. (2015a). Language teacher motivation. The Teacher Trainer, 29(2), 7-9.
Wyatt, M. (2015b). Using qualitative research methods to assess the degree of fit between teachers' reported self-efficacy beliefs and their practical knowledge during teacher education. Australian Journal of Teacher Education (Online), 40(1), 117-145.
Wyatt, M. (2016). “Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow. Educational Review, 68(1), 114-137.
