КФУ. Карточка публикации. Developing Self-Efficacy of Future EFL Teachers.

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DEVELOPING SELF-EFFICACY OF FUTURE EFL TEACHERS.

Форма представления

Статьи в зарубежных журналах и сборниках

Год публикации

2020

Язык

английский

Авторы, сотрудники КФУ

Биктагирова Гульнара Фердинандовна, автор

Исмагилова Лилия Ренатовна, автор

Каримова Лилия Шамильевна, автор

Библиографическое описание на языке оригинала

Karimova LSh, Biktagirova GF, Ismagilova LR (2020) Developing Self-Efficacy of Future EFL Teachers. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 919-933. https://doi.org/10.3897/ap.2.e0919

Аннотация

ARPHA Proceedings

Ключевые слова

self-efficacy, professional identity, professional communication, motivation, teaching practice, active learning methods

Название журнала

ARPHA Proceedings

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https://repository.kpfu.ru/?p_id=249467

Полная запись метаданных

Поле DC	Значение	Язык
dc.contributor.author	Биктагирова Гульнара Фердинандовна	ru_RU
dc.contributor.author	Исмагилова Лилия Ренатовна	ru_RU
dc.contributor.author	Каримова Лилия Шамильевна	ru_RU
dc.date.accessioned	2020-01-01T00:00:00Z	ru_RU
dc.date.available	2020-01-01T00:00:00Z	ru_RU
dc.date.issued	2020	ru_RU
dc.identifier.citation	Karimova LSh, Biktagirova GF, Ismagilova LR (2020) Developing Self-Efficacy of Future EFL Teachers. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 919-933. https://doi.org/10.3897/ap.2.e0919	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/?p_id=249467	ru_RU
dc.description.abstract	ARPHA Proceedings	ru_RU
dc.description.abstract	The aim of this research is to experimentally prove that a set of forms and methods could provide self-efficacy of prospective EFL teachers. Bandura's theory of social learning demonstrates the central role of self-efficacy. The author opts for teaching through observation, underlining the role of social experience and mutual determinism in personality development. However, in the course of our research, there were not found enough scientific papers on the development of self-efficacy as a component of professional identity and as a factor of teachers' professional formation. The experiment was conducted with 80 final year students of KFU- prospective EFL teachers. The ascertaining stage of the experiment was to determine the initial values of self-efficacy: the level of formation of self-efficacy in learning; professional self-efficacy, communication self-efficacy. For this purpose, we employed 'Questionnaire about teaching experiences during the final school teaching practice' by Kaldi and 'Self-efficacy Scale' by Sherer et al. Statistical analysis of empirical research was done by means of standardized testing assessment in mathematical statistics (Wilcoxon T test). The results obtained at the ascertaining stage allowed to design a program for developing self-efficacy of prospective EFL teachers. Kaldi's questionnaire enabled to determine that majority of participants were certain to possess the qualities and skills necessary for pedagogical activity. This means that future EFL teachers adequately assessed their skills and knowledge and were convinced that the school teaching practices, and the final one specifically, would equip them with a wealth of experience and would permit to perform in the profession properly. Self-efficacy Scale revealed that 80 % of the participants in both the experimental and control groups had an average level of professional self-efficacy. This indicates future EFL teachers believe in possessing the qualities, skills and capabilities they have acquired from previous practices and in employing them successfully in their future professional activity. However, the experimental group showed low level of communication self-efficacy. These results indicate an unsuccessful past experience that has affected the self-efficacy of some students. This led to a lack of confidence and belief in solving communicative problems and realizing successful communication by future EFL teachers. A high level of communication self-efficacy, on the contrary, means that future EFL teachers are assured to communicate successfully, establish rapport with schoolchildren and eliminate communication problems. Based on the analysis of psychological and pedagogical papers, we considered training to be the most effective means of developing self-efficacy of future EFL teachers. A number of training theories and our personal experience served the basis to design a program for developing self-efficacy of prospective EFL teachers.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	self-efficacy	ru_RU
dc.subject	professional identity	ru_RU
dc.subject	professional communication	ru_RU
dc.subject	motivation	ru_RU
dc.subject	teaching practice	ru_RU
dc.subject	active learning methods	ru_RU
dc.title	Developing Self-Efficacy of Future EFL Teachers.	ru_RU
dc.type	Статьи в зарубежных журналах и сборниках	ru_RU