Self-efficacy beliefs among non-specialist teachers in primary English education.
Self-efficacy beliefs among non-specialist teachers in primary English education.
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小学英语教育非专业教师的自我效能感信念。
DOI：
10.1075/ltyl.21010.mat
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
S.
中科院分区：
文献类型：
--
作者：
Matsumura;S.
尽管在世界上许多以英语为外语的国家，小学生的英语教学迅速增长，但专业教师的短缺仍然是一个长期的挑战。因此，非专业人员，如最初被培训为多面手的班主任教师，更多地被要求教授英语。本研究以304名在日本公立小学任教的非专科教师为研究对象，旨在探讨他们的英语教学自我效能感，以及教师特征(即他们的英语水平、英语教学经验以及对与以英语为母语的教师合作的评价)对他们自我效能感水平的影响。多元回归分析表明，合作变量的影响大于水平变量，教师自我效能感与教学经验之间没有显著的关系。此外，将这些结果与教师在开放式问题中的评论相结合，表明他们通过扮演非专业教师特有的角色，在学生参与方面发挥了最有效的作用，他们认为团队教学在课堂管理方面比单独教学更有益。讨论了在职培训的意义，以支持小学英语教育中的非专业教师。
Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.