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Hits 1 – 20 of 626

1	RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
	McMillion, Laquita
	In: Dissertations (2022)
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2	Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
	Matuzas, Mark A
	In: Networks: An Online Journal for Teacher Research (2022)
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3	Community Mapping 2.0: Using Technology to Raise Community Awareness
	Sclafani, Chris
	In: Networks: An Online Journal for Teacher Research (2022)
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4	Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
	Center for Equity for English Learners
	In: Annotated Bibliographies (2022)
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5	Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
	Roesler, Molly K
	In: Culminating Experience Projects (2022)
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6	Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
	Mesco, Jacquelyn L; Johsnon, JAnet
	In: National Youth Advocacy and Resilience Conference (2022)
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7	Courageous Conversations: Transformational Leadership through Empathy
	Cribbs, Aimee M; McEntyre, Riley; Coffey, Marie
	In: National Youth Advocacy and Resilience Conference (2022)
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8	Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
	Ross, Sabrina N.
	In: Georgia International Conference on Information Literacy (2022)
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9	Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
	Azad, Shaveta; Chakravarty, Rupak, Prof.
	In: Library Philosophy and Practice (e-journal) (2022)
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10	Building a Positive Teacher and Student Identity in the Chinese DLI Context
	Jensen, Lila
	In: All Graduate Plan B and other Reports (2022)
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11	Student Centered Language Teaching: A Focus on Student Identity
	Mano, Rachel
	In: All Graduate Plan B and other Reports (2022)
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12	Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
	Van Winkle, Kristina A.
	In: All Antioch University Dissertations & Theses (2021)
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13	Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
	Finau, Lynette Suliana Sikahema
	In: All Antioch University Dissertations & Theses (2021)
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14	THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
	Gonzalez-Adamski, Sandra
	In: Dissertations (2021)
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15	An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
	Jones, Gabrielle
	In: Dissertations (2021)
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16	The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
	Adrianzen, Manuel O
	In: Dissertations (2021)
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17	Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
	Premier, Jessica
	In: Australian Journal of Teacher Education (2021)
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18	Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
	Smala, Simone; Gillies, Robyn M; McLay, Katherine...
	In: Australian Journal of Teacher Education (2021)
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19	A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities
	Le, Thi Thuy Chinh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
	In: Theses: Doctorates and Masters (2021)
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20	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
	Abstract: © 2020 There is growing evidence that the self-efficacy beliefs of English as a foreign language (EFL) teachers in East Asian contexts and their second language (L2) proficiency intersect to shape teaching behaviour. However, due to sometimes uncritical use of research instruments developed in the West, imported without sufficient adaptation into Confucian-heritage cultures, the strength of the relationship between EFL teachers’ self-efficacy beliefs and their L2 proficiency may be less clear, for example with pre-service teachers (PSTs). As this group is under-researched, it is also less clear how PSTs’ self-efficacy beliefs develop during the practicum, shaped by which influences. Set in a Vietnamese context with PSTs drawn from two major universities, our longitudinal mixed methods study addresses these issues. Employing exploratory factor analysis, we reveal dimensions of the PSTs’ self-efficacy beliefs. Our correlation and regression analyses then indicate consistent and strong relationships between these beliefs and L2 proficiency, apparently impacted by Vietnamese cultural and contextual factors. Our paired samples t-tests highlight self-efficacy beliefs growth in general pedagogical skills during the practicum, while content analysis of qualitative data reveals the kinds of experiences that impacted change, including those experiences provided by school mentors. Implications for L2 teacher education and research are discussed.
	Keyword: and Cultures; and Multicultural Education; and Research; Arts and Humanities; Bilingual; Education; Educational Assessment; Educational Sociology; English as a foreign language; English Language and Literature; Evaluation; Language proficiency; Multilingual; Other Languages; Practicum; Pre-service teacher education; Social and Behavioral Sciences; Societies; Sociology; Teachers’ self-efficacy beliefs; Vietnam
	URL: https://ro.ecu.edu.au/ecuworkspost2013/9303 https://doi.org/10.1016/j.system.2020.102422
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