The Relationship Between University Learning Experiences and English Teaching Self-Efficacy: Perspectives of Five Final-Year Pre-Service English Teachers

Ksenia Filatov, Shane Pill

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    No literature exists on English teaching efficacy or selfefficacy or on pre-service teachers' English teaching self-efficacy and its relationship to pre-service teacher education. This project addressed this conceptual and methodological gap in current teacher efficacy research literature. Five pre-service English teachers in their final year of double degree Bachelor of Education/Bachelor of Arts teacher education programmes at an Australian university were interviewed about their self-efficacy for specific English teaching skills. Results suggest that the pre-service teachers see a significant relationship between their self-efficacy to teach English and their degree. The data suggests that the relationship between university learning experiences and English teaching self-efficacy is determined by the nature of those experiences.

    Original languageEnglish
    Pages (from-to)33-59
    Number of pages27
    JournalAustralian Journal of Teacher Education
    Volume40
    Issue number6
    DOIs
    Publication statusPublished - 2015

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