EFL teacher self-efficacy development in professional learning communities. (June 2017)

• Record Type: Journal Article
• Authors: Zonoubi, Rezvan; Eslami Rasekh, Abbas; Tavakoli, Mansoor
• Is Part Of: System. Volume 66(2017)
• Page Start: 1
• Page End: 12
• Publication Date: 2017-06
• Subjects: Professional learning community -- Novice teacher -- Experienced teacher -- Self-efficacy -- Collective efficacy; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2017.03.003
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: Teachers' efficacy beliefs exert a significant influence on their practice and their students' learning. This study investigates the contribution of two six-month Professional Learning Community (PLC) interventions to 10 English as a Foreign Language (EFL) novice and experienced teachers' self-efficacy. The data were collected through pre and post-interviews with the participants, their reflective journals, and recordings of the PLC meetings. The findings suggest that the experienced teachers' self-efficacy improved in terms of employing innovative instructional strategies and language proficiency. An increase was also observed in the novice teachers' self-efficacy for classroom management, their autonomy, and their perceived language proficiency. Finally, the participants in both groups developed a stronger sense of professional community membership as reflected in their focus on their collective efficacy toward the end of the PLCs.