Citations (65)
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Read on this site (15)
Seda Saraç, Betül Tarhan & Hülya Gülay Ogelman. (2023) Online practicum during pandemic: “they’re in the classroom but i’m online”. Journal of Early Childhood Teacher Education 44:4, pages 773-790.
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Shahab Moradkhani & Sara Haghi. (2022) The impact of university-based teacher education on EFL teachers’ self-efficacy: the case of bachelor and master programmes in Iran. The Language Learning Journal 50:1, pages 45-58.
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Mark Wyatt & Kenan Dikilitaş. (2021) English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. The Language Learning Journal 49:5, pages 541-553.
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Daron Benjamin Loo, Ritha Maidom & Nakhon Kitjaroonchai. (2019) Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse. Asia-Pacific Journal of Teacher Education 47:4, pages 414-431.
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Emre Debreli. (2019) Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes. Asia-Pacific Journal of Teacher Education 47:4, pages 432-452.
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Gene Thompson & Karen Woodman. (2019) Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education 47:1, pages 48-65.
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Zekiye Müge Tavil & Müzeyyen Nazlı Güngör. (2017) A sociocultural perspective on the development of Turkish pre-service teachers’ competences and qualifications. Pedagogy, Culture & Society 25:2, pages 263-277.
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Osman Z. Barnawi. (2016) Dialogic investigations of teacher–supervisor relations in the TESOL landscape. Cogent Education 3:1.
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Katia Ciampa & Tiffany L. Gallagher. (2016) Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy, instructional and assessment practices. Teachers and Teaching 22:7, pages 858-878.
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Tony Lawson, Melek Çakmak, Müge Gündüz & Hugh Busher. (2015) Research on teaching practicum – a systematic review. European Journal of Teacher Education 38:3, pages 392-407.
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Doris Choy, Angela F.L. Wong, Kim Chuan Goh & Ee Ling Low. (2014) Practicum experience: Pre-service teachers’ self-perception of their professional growth. Innovations in Education and Teaching International 51:5, pages 472-482.
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Mairin Hennebry. (2014) Language teaching for European citizenship: insights for teacher education. The Language Learning Journal 42:3, pages 289-306.
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Mark Wyatt. (2014) Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education 37:2, pages 166-189.
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Liz Rouse, Anne-Marie Morrissey & Mohammadali Rahimi. (2012) Problematic placement: pathways pre-service teachers’ perspectives on their infant/toddler placement. Early Years 32:1, pages 87-98.
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Zeynep Koçoğlu. (2011) Emotional intelligence and teacher efficacy: a study of Turkish EFL pre-service teachers. Teacher Development 15:4, pages 471-484.
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Articles from other publishers (50)
Şeyma YILDIRIM & Adnan BİÇER. (2023) The Relationship between Teaching-Learning Conceptions and Sense of Self-Efficacy of Pre-Service EFL Teachersİngilizce Öğretmen Adaylarının Öğretme-Öğrenme Anlayışları ile Öz-Yeterlik Duyguları Arasındaki İlişki. IBAD Sosyal Bilimler Dergisi:14, pages 219-241.
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Seyyed Mohammad Reza Amirian, Saeed Ghaniabadi, Tahereh Heydarnejad & Saeed Abbasi. (2022) The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education 15:3, pages 745-761.
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Sinem DÜNDAR & Emre GUVENDİR. (2023) Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 period: An example from Turkeyİngilizce Öğretmen Adaylarının Covid-19 Döneminde Uzaktan Öğretmenlik Uygulamasına İlişkin Görüşleri: Türkiye'den Bir Örnek. Bartın Üniversitesi Eğitim Fakültesi Dergisi 12:1, pages 85-96.
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Ehsan Namaziandost, Tahereh Heydarnejad, Vahid Rahmani Doqaruni & Zeinab Azizi. (2022) Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology 42:3, pages 2279-2293.
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Caecilia Tutyandari. (2022) ENGLISH LANGUAGE PRE-SERVICE TEACHERS’ SENSE OF PREPAREDNESS FOR TEACHING: AN INDONESIAN CASE. TEFLIN Journal - A publication on the teaching and learning of English 33:2, pages 367.
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Banu Çiçek BAŞARAN UYSAL & Perihan SAVAS. (2021) Overview of the challenges of Practicum Practices in English Language Teaching in Turkey: A Meta Synthesis Study on Literature between 2004 and 2019Türkiye'de İngilizce Öğretmenliği Bölümü Staj Uygulamalarının Zorluklarına Genel Bakış: 2004-2019 Arası Araştırmalarda Bir Meta Sentez Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22:2, pages 1669-1712.
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Honggang Liu, Wenxiu Chu & Ye Wang. (2021) Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context. Frontiers in Psychology 12.
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Goudarz Alibakhshi, Hossein Abdollahi & Behzad Nezakatgoo. (2020) Exploring the antecedents of English language teachers' teaching self-efficacy: a qualitative study. Qualitative Research Journal 21:3, pages 286-303.
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Ümran ÜSTÜNBAŞ & Nuray ALAGÖZLÜ. (2021) Efficacy Beliefs and Metacognitive Awareness in English Language Teaching and Teacher Educationİngilizce Öğretmenliği ve Öğretmen Eğitiminde Öz-Yeterlik İnançları ve Üst Bilişsel Farkındalık. Bartın Üniversitesi Eğitim Fakültesi Dergisi 10:2, pages 267-280.
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Hossein Karami, Farzaneh Mozaffari & Saeed Nourzadeh. (2019) Examining the psychometric features of the Teacher’s Sense of Efficacy Scale in the English-as-a-foreign-language teaching context. Current Psychology 40:6, pages 2680-2697.
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Pınar Ersin & Derin Atay. (2021) Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education 10:2, pages 203-215.
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Michael Karas & Farahnaz Faez. (2021) Self-Efficacy of English Language Teachers in Ontario: The Impact of Language Proficiency, Teaching Qualifications, Linguistic Identity, and Teaching Experience. The Canadian Modern Language Review 77:2, pages 110-128.
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Yvonne Reyhing & Sonja Perren. (2021) Self-Efficacy in Early Childhood Education and Care: What Predicts Patterns of Stability and Change in Educator Self-Efficacy?. Frontiers in Education 6.
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Thinh Hoang & Mark Wyatt. (2021) Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System 96, pages 102422.
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Galip Kartal & Yusuf Demir. (2021) Observational narrative knowledging in early professional development of student teachers of English. Instructional Science 49:1, pages 109-135.
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ORDEM ESER & GOKHAN ULUM OMER. (2021) CRITICAL ENGLISH TEACHERS AND CRITICIZING PRE-SERVICING:
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Mozhgan Aghabarari & Mehrak Rahimi. (2020) EFL Teachers’ Conceptions of Professional Development during the Practicum: Retrospective Perceptions and Prospective Insights. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
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John Paul C. Vallente. (2020) Framing pre-service English language teachers’ identity formation within the theory of alignment as mode of belonging in community of practice. Teaching and Teacher Education 96, pages 103177.
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Haiwei Zhang, Jinjin Wu & Yong Zhu. (2020) Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers’ motivations. System 91, pages 102242.
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Gene Thompson & Karen Dooley. (2019) Exploring the key domains where teacher efficacy beliefs operate for Japanese high-school English teachers. Asia Pacific Education Review 20:3, pages 503-518.
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Roberto Tadeu Iaochite & Roraima Alves da Costa Filho. (2016) Teacher efficacy beliefs during the practicum experiences in physical education classes. Motriz: Revista de Educação Física 22:3, pages 183-189.
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Sumru Akcan. (2016) Novice Non-Native English Teachers’ Reflections on Their Teacher Education Programmes and Their First Years of Teaching. PROFILE Issues in Teachers' Professional Development 18:1, pages 55-70.
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