Analyzing teacher educators’ perspectives on professional pedagogical responsibility in initial EFL teacher education

Figures & data

Table 1. Respondents to the survey of EFL TEs.

University	Number of responses	% of overall sample^a
University 1	4	8.3
University 2	3	6.2
University 3	12	25.0
University 4	4	8.3
University 5	3	6.2
University 6	3	6.2
University 7	3	6.2
University 8	2	4.1
University 9	3	6.2
University 10	2	2.0
University 11	1	2.0
University 12	1	2.0
University 13	1	2.0
University 14	1	2.0
University 15	1	2.0
University 16	2	4.1
University 17	1	2.0
University 18	1	2.0
Total	48	100

Note: These figures have been rounded.

Table 2. Themes from the analysis of interviews.

Themes	Characteristics
Cultivation of Professional Responsibility	This theme encompassed the strategies teacher educators employ to nurture a deep sense of professional duty and ethical standards among PSTs. It also included discussions on the role of teacher educators as role models, demonstrating professional behaviors that PSTs are expected to emulate.
Integration of Pedagogical and Ethical preparation	This theme highlighted how pedagogical training is intertwined with ethical education, ensuring that PSTs not only learn how to teach but also understand the moral implications of their roles. It addressed the balance between methodological expertise and the cultivation of a strong moral compass.
Integration of Pedagogical and Ethical preparation	Focused on how teacher educators adapt their teaching to meet the changing educational landscapes and diverse learning environments. It captured the necessity for flexibility in teaching approaches to cater to different student needs and contextual demands.
Promotion of Reflective Practice	Emphasized the importance of reflective practices in teaching, encouraging PSTs to continually assess and adapt their methods. This theme explored how reflection contributes to ongoing professional development and a deeper understanding of one’s teaching impact.
Development of Social Responsibility	Covered how TEs encourage pre-service teachers to perceive their role as agents of change in society. Included discussions on how teaching English goes beyond language instruction to include fostering global citizenship and cultural appreciation.

Table 3. TE’s perceptions of PST sense of professional responsibility as students.

Items	Completely disagree	Partly disagree	Neutral	Partly agree	Completely agree	No response	SD
Most of the PSTs in your program are responsible students	1 (2.1%)	1 (2.1%)	5 (10.4%)	28 (58.3%)	13 (27.1%)	0	0.80.
Most of the PSTs in your program are committed to their learning	1 (2.1%)	3 (6.2%)	7 (14.5%)	26 (54.2%)	11 (22.9%)	0	0.90

Table 4. Perceptions of responsibility for English teaching and learning outcomes.

Items	Disagree	Partly disagree	Neutral	Partly agree	Agree	No response	SD
Most of the PSTs in your program feel completely responsible for the teaching they do in their practicum	0	2 (4.2%)	7 (14.5%)	20 (41.7%)	14 (29.2%)	5 (10.4%)	0.82
Most of the PSTs in your program feel completely responsible for the achievement of the English learning objectives of their students	0	1 (2.1%)	5 (10.4%)	24 (50.0%)	13 (27.1%)	5 (10.4%)	0.70
Most of the PSTs in your program feel completely responsible for motivating their students’ English learning	0	3 (6.2%)	6 (12.5%)	17 (35.4%)	18 (37.5%)	4 (8.3%)	0.89
Most of the PSTs in your program feel completely responsible for promoting the appreciation of other cultures through English teaching	1 (2.1%)	3 (6.2%)	6 (12.5%)	19 (39.6%)	16 (33.3%)	3 (6.2%)	0.98
Most of the PSTs in your program feel completely responsible for encouraging the use of English language in class	0	5 (10.4%)	6 (12.5%)	13 (27.1%)	17 (35.4%)	7 (14.5%)	1.02
Most of the PSTs in your program feel completely responsible for addressing the low level of English proficiency achieved by students	6 (12.5%)	6 (12.5%)	7 (14.5%)	16 (33.3%)	7 (14.5%)	6 (12.5%)	1.30
Most of the PSTs in your program feel completely responsible for fostering interaction among students using the English language.	2 (4.2%)	5 (10.4%)	5 (10.4%)	20 (41.7%)	8 (16.7%)	8 (16.7%)	1.08

Table 5. Perceptions of how TE and their teaching programs instill a sense of responsibility.

Items	Disagree	Partly disagree	Neutral	Partly agree	Agree	No response	SD
Most of the PSTs in your program feel completely responsible for the lack of participation of their students	0	11 (22.9%)	8 (16.7%)	15 (31.2%)	7 (14.5%)	7 (14.5%)	1.06
Most of the PSTs in your program feel completely responsible for supporting all their students	0	5 (10.4%)	4 (8.3%)	9 (18.7%)	23 (47.9%)	7 (14.5%)	1.05
Most of the PSTs in your program feel completely responsible for their student’s achievements (high & low)	0	5 (10.4%)	8 (16.7%)	16 (33.3%)	12 (25.0%)	7 (14.5%)	0.98
Most of the PSTs in your program feel completely responsible for creating a safe environment for their students	0	1 (2.1%)	5 (10.4%)	11 (22.9%)	22 (45.8%)	9 (18.7%)	0.80

Table 6. Perceptions of PST levels of demonstrable responsibility.

Items	Completely disagree	Partly disagree	Neutral	Partly agree	Completely agree	No response
The minority of preservice teachers (PSTs) in your program feel completely responsible for their own teaching	9 (18.7%)	11 (22.9%)	7 (14.5%)	8 (16.7%)	10 (20.8%)	3 (6.2%)
The minority of PSTs in your program systematically reflect on their teaching practice.	12 (25.0%)	10 (20.8%)	3. (6.2%)	10 (20.8%)	5 (10.4%)	8 (16.7%)
The minority of PSTs in your program feel completely committed to their own learning and professional development.	12 (25.0%)	13 (27.1%)	4 (8.3%)	10 (20.8%)	7 (14.5%)	2 (4.2%)
The minority of PSTs in your program reformulate their teaching based on their students’ learning outcomes.	9 (18.7%)	11 (22.9%)	6 (12.5%)	5 (10.4%)	7 (14.5%)	10 (20.8%)
The minority of PSTs in your program feel responsible for their own learning.	9 (18.7%)	14 (29.2%)	7 (14.5%)	6 (12.5%)	9 (18.7%)	3 (6.2%)