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TESOL Teacher Education: Novice Teachers' Perceptions of Their Preparedness and Efficacy in the Classroom
Open accessAbstract
This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow‐up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness after classroom experience (up to 3 years), (c) sense of efficacy to complete teaching practices in adult ESOL classrooms, and (d) perceptions of what was useful to them in the TESOL program. Accredited ESOL teachers with less than 3 years of experience (N = 115) completed a questionnaire that explored their perceptions of preparedness and efficacy to teach in adult ESOL programs in Ontario, Canada. Eight teachers participated in follow‐up semistructured interviews. Findings show that although, overall, novice teachers increased their perceptions of preparedness by gaining experience in the classroom, their sense of efficacy to perform within certain teaching expectations was task specific and highly situated. The practicum and “real” teaching experiences were found to be the most influential aspects of the induction programs. These findings have implications for teacher educators, TESOL institutions, and accreditation bodies that are committed to preparing qualified teachers for adult ESOL programs.
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“The findings of these studies suggest that teachers feel less efficacious when the course taught is more demanding in itself, for example English for academic rather than general purposes (Khosravi & Saidi, 2014); or is more specialised, for example ESL literacy (Faez & Valeo, 2012).”
From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Faez & Valeo, 2012
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Cites
Teacher efficacy: capturing an elusive construct
Tschannen-Moran, M., & Hoy, A. W. (2001) · Teaching and Teacher Education · doi:10.1016/s0742-051x(01)00036-1 · Cited by 6,839
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Tschannen-Moran, M., & Hoy, A. W. (2007) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.05.003 · Cited by 1,976
Siwatu, K. O. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.09.004 · Cited by 220 · cited 1×
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Cited by
Sorted by citations
Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)
Petroleum Institute, K. U. O. S. A. T., & Wyatt, M. (2018) · Australian Journal of Teacher Education · doi:10.14221/ajte.2018v43n4.6 · Cited by 74
Metadata
- Authors
- Faez, F., & Valeo, A.
- Affiliations
- Western University (CA)
- York University (CA)
- Venue
- TESOL Quarterly
- Publisher
- Wiley
- Published
- 2012-08-15
- Volume
- 46
- Issue
- 3
- Pages
- 450-471
- ISSN
- 0039-8322 (ISSN-L)
- 1545-7249
- OpenAlex
- W2149183522
- Cited by
- 149
- References
- 3
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 9 · 2023: 7 · 2022: 20 · 2021: 10 · 2020: 13 · 2019: 28 · 2018: 10 · 2017: 9 · 2016: 8 · 2015: 7 · 2014: 5 · 2013: 5
- FWCI
- 37.92
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- TESOL Quarterly (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Keywords
- TESOL teacher education, novice teachers, teacher readiness, teacher self-efficacy, teacher induction programs, practicum, classroom experience, teacher accreditation, English to speakers of other languages
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