Charles Selorm Dzormeku , Koen Veermans , Jake McMullen
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引用次数: 0
Abstract
Using a latent profile analysis, we attempted to categorize Ghanaian pre-service teachers according to the levels of their English language linguistic challenges and to investigate how these challenges relate to their teaching self-efficacy beliefs. A sequential mixed method approach was adopted, surveying 300 participants and followed by eight interviews. We found that speaking skills were the most challenging for the participants. Qualitative results revealed that the participants have limited vocabulary, difficulty in developing coherent paragraphs, challenges with pronunciation, inadequate orthographic knowledge, and grammatical challenges. We observed that the higher the participants’ linguistic challenges, the lower their self-efficacy beliefs.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.