ABSTRACT

This study examined whether and how attending university-based teacher education programmes may alter EFL teachers’ self-efficacy. Comparisons were drawn across teachers with no academic credentials in L2 teacher education (uncertified teachers), teachers with Bachelor of Arts in L2 teacher education (BA teachers) and teachers with master of art in L2 teacher education (MA teachers). Quantitative data were collected from 150 Iranian EFL teachers using Teachers’ Self-Efficacy Scale and supplemented by gaining insights from a smaller sample of teachers and teacher educators through focus group and individual interviews respectively. The results of one-way ANOVA revealed that, save for instructional strategies, B.A./M.A. teachers significantly scored better than their uncertified counterparts in the self-efficacy subscales as well as overall self-efficacy. No measurable discrepancy was however detected between B.A. and M.A. teachers’ self-efficacy. Analysing the interview data, on the other hand, indicated that L2 teacher education programmes improved teachers’ self-efficacy through presenting opportunities for knowledge base development, exposure to various teaching models and provision of professional advice. Conversely, M.A. programmes had no superiority over B.A. teacher education due to their theory-driven nature and inadequate infrastructure. The findings are discussed based on the range and frequency of self-efficacy sources incorporated in L2 teacher education programmes.

摘要

本研究探讨了参加以大学为基础的教师教育课程是否以及如何改变 EFL 教师的自我效能。对没有二语教师教育学历的教师（未经认证的教师）、二语教师教育文学学士学位的教师（文学学士）和二语教师教育艺术硕士的教师（文学硕士教师）进行了比较。使用教师自我效能量表从 150 名伊朗 EFL 教师那里收集了定量数据，并分别通过焦点小组和个人访谈从较小的教师和教师教育者样本中获得了见解作为补充。单因素方差分析的结果表明，除了教学策略，BA/MA 教师在自我效能分量表和整体自我效能方面的得分明显高于未经认证的同行。然而，在 BA 和 MA 教师的自我效能之间没有发现可测量的差异。另一方面，对访谈数据的分析表明，二语教师教育计划通过提供发展知识库的机会、接触各种教学模式和提供专业建议来提高教师的自我效能感。相反，由于其理论驱动的性质和基础设施不足，MA 课程与 BA 教师教育没有优势。根据纳入二语教师教育计划的自我效能感来源的范围和频率对研究结果进行了讨论。教师的自我效能感。另一方面，对访谈数据的分析表明，二语教师教育计划通过提供发展知识库的机会、接触各种教学模式和提供专业建议来提高教师的自我效能感。相反，由于其理论驱动的性质和基础设施不足，MA 课程与 BA 教师教育没有优势。根据纳入二语教师教育计划的自我效能感来源的范围和频率对研究结果进行了讨论。教师的自我效能感。另一方面，对访谈数据的分析表明，二语教师教育计划通过提供发展知识库的机会、接触各种教学模式和提供专业建议来提高教师的自我效能感。相反，由于其理论驱动的性质和基础设施不足，MA 课程与 BA 教师教育没有优势。根据纳入二语教师教育计划的自我效能感来源的范围和频率对研究结果进行了讨论。硕士课程由于其理论驱动的性质和基础设施不足，没有优于 BA 教师教育。根据纳入二语教师教育计划的自我效能感来源的范围和频率对研究结果进行了讨论。硕士课程由于其理论驱动的性质和基础设施不足，没有优于 BA 教师教育。根据纳入二语教师教育计划的自我效能感来源的范围和频率对研究结果进行了讨论。