Atjaunināt sīkdatņu piekrišanu

E-grāmata: Exploring Language Teacher Efficacy in Japan

Citas grāmatas par šo tēmu:
  • Formāts - EPUB+DRM
  • Cena: 22,54 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
Exploring Language Teacher Efficacy in JapanPalielināt
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

This book focuses on the individual and collective beliefs of teachers. It discusses personal and collective dimensions of language teacher efficacy, discusses the ways in which efficacy beliefs develop, helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for future research studies.

This book focuses on the individual and collective beliefs of teachers. It explores personal and collaborative dimensions of language teacher efficacy, discusses the ways in which efficacy beliefs develop, helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for future research studies.



This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.

Recenzijas

Gene Thompson deserves great credit for this thoughtful and illuminating exploration of language teacher efficacy (LTE) beliefs in Japan. Strengths of the volume include Thompsons deep engagement with and theorizing from the literature, his awareness of how to investigate LTE beliefs in a principled way, and his clear, insightful analysis. I wholeheartedly recommend this book. * Mark Wyatt, Khalifa University, UAE * Offering a thorough picture of teacher self-efficacy from a language teaching perspective, Gene Thompsons book represents a much-needed work in applied linguistics. Although the volume focuses on the Japanese context, most of the discussions have worldwide implications and will be a source of inspiration for researchers interested in language teacher self-efficacy. * Shahab Moradkhani, Razi University, Iran * This is a significant and timely contribution to the contemporary research literature on English education in Japan. Thompsons extensive training experience and deep knowledge of the Japanese context are reflected in the high quality of research displayed in this volume. It is a highly recommended read, not only for researchers and teacher educators in Japan, but for anyone else across the world interested in similar issues regarding language teaching and learning. * Gregory Paul Glasgow, Kanda University of International Studies, Japan * Thompsons valuable contribution lies in the comprehensive examination of JTE-TES development and the pivotal findings on JTE self-efficacy beliefs. These insights, rooted in the context of Japanese high school English education, can guide graduate students and researchers studying LTE in various international or domestic settings.  * Sunao Fukunaga, Kyushu Institute of Technology, Japan, GALE 2024 Vol. 16 *

Papildus informācija

First book to focus exclusively on language teacher efficacy and to provide an in-depth study on the topic
Figures and Tables
ix
Abbreviations and Japanese Terms xi
About the Author xiii
Acknowledgments xiv
Preface xv
1 Introduction
1(11)
1.1 Background of the Study
2(5)
1.2 Why Study Teacher Efficacy?
7(3)
1.3
Chapter Summary
10(2)
2 Teacher Efficacy as a Form of Self-Efficacy
12(19)
2.1 A Brief History: Two Views of Teacher Efficacy
12(4)
2.2 Teacher Efficacy within Social Cognitive Theory
16(2)
2.3 How Efficacy Beliefs Differ from Other Self-Constructs
18(3)
2.4 The Development of Efficacy Beliefs
21(4)
2.5 Additional Factors that May Influence Efficacy Beliefs
25(1)
2.6 Assessment of Efficacy Beliefs
26(3)
2.7
Chapter Summary
29(2)
3 Language Teacher Efficacy
31(13)
3.1 Self-Efficacy for Language Teaching
31(2)
3.2 Dimensions of Language Teacher Efficacy
33(3)
3.3 Development of Language Teacher Efficacy Beliefs
36(3)
3.4 Other Factors Related to LTE Beliefs
39(1)
3.5 Language Teacher Efficacy in Japan
40(2)
3.6
Chapter Summary
42(2)
4 Approaches for Investigating Language Teacher Efficacy
44(15)
4.1 Considerations for Teacher Efficacy Researchers
44(3)
4.2 Approaches for Investigating Foreign Language Teacher Efficacy
47(2)
4.3 Research Design: Exploring JTE Teacher Efficacy
49(8)
4.4
Chapter Summary
57(2)
5 Developing a Language Teacher Efficacy Scale
59(14)
5.1 Using a Local Panel to Develop an Efficacy Instrument
59(1)
5.2 The Expert Panel
60(1)
5.3 The Exploratory Cycle
61(5)
5.4 Item Translation Process
66(1)
5.5 The Evaluative Cycle
67(5)
5.6
Chapter Summary
72(1)
6 JTE Language Teacher Efficacy Beliefs and Dimensions
73(13)
6.1 Key Areas of Challenge for Japanese Teachers of English
74(2)
6.2 Teacher Efficacy Beliefs of Japanese High School English Teachers
76(3)
6.3 Dimensions of JTE Efficacy
79(3)
6.4 Variation in Dimensions of Language Teacher Efficacy
82(2)
6.5
Chapter Summary
84(2)
7 Language Teacher L2 Efficacy and L2 Usage
86(15)
7.1 Perceived L2 Capability as a Dimension of Language Teacher Efficacy
87(3)
7.2 Teacher Efficacy Beliefs and English Proficiency
90(3)
7.3 Use of English as a Teaching Language
93(3)
7.4 Factors that Influence Efficacy towards the Use of English
96(3)
7.5
Chapter Summary
99(2)
8 Efficacy for Language Instruction
101(15)
8.1 Two Dimensions of L2 Instructional Efficacy for the JTE Context
102(2)
8.2 Factors that Influence Efficacy towards L2 Instruction
104(2)
8.3 Factors Associated with Communicative Teaching Efficacy
106(5)
8.4 Predictors of Efficacy towards Student Achievement
111(3)
8.5
Chapter Summary
114(2)
9 Efficacy Towards Collaborative Practice and Collective Action
116(15)
9.1 Individual, Collective and Collaborative Teacher Efficacy
117(2)
9.2 Collective and Collaborative Efficacy in Language Teaching Contexts
119(1)
9.3 Efficacy towards Collaborative Practice
120(4)
9.4 Predictors of Efficacy towards Collaborative Practice
124(3)
9.5 Towards Stronger Efficacy for Collective Action
127(2)
9.6
Chapter Summary
129(2)
10 Language Teacher Efficacy Belief Development
131(16)
10.1 Sources of Language Teacher Efficacy
132(4)
10.2 Personal Experience as a Source of Efficacy Information
136(2)
10.3 The Social Nature of Teacher Practice
138(5)
10.4 Efficacy Development Over Time
143(1)
10.5
Chapter Summary
144(3)
11 Where Next for LTE Research?
147(12)
11.1 Key Findings
148(2)
11.2 Where Next: Suggestions for Future Research
150(7)
11.3 Final Summary
157(2)
References 159(20)
Index 179
Gene Thompson is an Associate Professor at Rikkyo University, Japan where he carries out research on learner and teacher cognitions, self-efficacy, English medium instruction and teaching English as an international language. He has spent over 15 years working at Japanese schools in the area of language education and has significant experience carrying out language teacher workshops for secondary school teachers in Japan.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97817889254196e.html
Keywords: