Prospective teachers' self-efficacy in English language teaching: Implications for teacher education in Hong Kong

Wai David CHAN, Lai Yiu Eunice TANG, Chi Kin John LEE, Ka Wai Cecilia CHUN

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Self-efficacy beliefs regarding the teaching of English language in reading, writing, listening, and speaking were assessed in a sample of 55 prospective Chinese teachers who were trained to teach English as a second language in Hong Kong. These teachers reported that their sense of self-efficacy in teaching speaking and writing seemed to go together, whereas their sense of self-efficacy in teaching reading emerged as relatively distinct. Prospective teachers with teaching-practice experience did report significantly higher scores on self-efficacy in teaching speaking-writing than those without teachingpractice experience. Implications of the findings for efforts to enhance teaching performance through enhancing teaching self-efficacy are discussed. The use of information technology such as blog-based teaching portfolio is suggested to provide an avenue through which prospective teachers' self-efficacy beliefs could be closely examined to provide insights into the changes of self-efficacy in relation to teaching effectiveness. Copyright © 2010 by Nova Science Publishers, Inc. All rights reserved.

Original languageEnglish
Title of host publicationDevelopments in higher education
EditorsMary Lee ALBERTSON
Place of PublicationHauppauge
PublisherNova Science Publishers, Inc
Pages155-168
ISBN (Print)9781608761135
Publication statusPublished - 2009

Citation

Chan, D. W., Tang, E. L. Y., Lee, J. C. K., & Chun, C. K. W. (2009). Prospective teachers' self-efficacy in English language teaching: Implications for teacher education in Hong Kong. In M. L. Albertson (Ed.), Developments in higher education (pp. 155-168). Hauppauge: Nova Science Publishers, Inc.

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