‘I have survived and become more confident’: effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-03-17 DOI:10.1080/0305764X.2023.2186373

Xiaojing Wang, F. Fang, T. Elyas

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引用次数: 1

Abstract

ABSTRACT Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-service primary school English teachers in China, particularly concerning dynamic changes in their professional beliefs and self-efficacy due to participation in the programme. In this study, 42 English teachers were recruited from 15 primary schools to participate in the CPD programme. Through focus groups and teachers’ journals, the findings showed that the teachers experienced complex transformations in their professional beliefs and self-efficacy, and revealed some influential factors of the change. This paper provides suggestions to optimise CPD programmes and facilitate long-term professional development for teachers.

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“我活了下来，变得更加自信”：基于TKT的在职培训对小学英语教师职业信念和自我效能感的影响

促进在职语言教师专业发展是维护教育质量的关键。然而，现有的基于测试的教师持续专业发展(CPD)研究并没有强调中国的小学背景，导致这一教师群体的专业发展存在困难。因此，本文基于对中国在职小学英语教师的教学知识测试(TKT)计划，报告了持续专业发展的影响，特别是由于参与该计划而导致的专业信念和自我效能感的动态变化。本研究从15所小学招募42名英语教师参与持续专业进修计划。通过焦点小组和教师日记研究发现，教师的专业信念和自我效能感经历了复杂的转变，并揭示了这种变化的影响因素。本文提供了优化持续专业进修课程和促进教师长期专业发展的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.