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The relationship between teacher efficacy, contextual considerations and teaching practices for teaching non-native English language learners

Donna Tangen   

The current research utilised a cyclical model, tracking teachers' efficacy from its source to implementation in teaching practices. Key inclusions were a four-factor model of teacher efficacy and contextual considerations for teaching non-native English language learners. Results suggest a need to provide training on adapting curriculum to meet the needs of student diversity.

Transcript

Interviewer: I’d like to welcome Donna Tangen, welcome Donna

Donna Tangen: Thank you

Interviewer: Donna can you please share with us what your Research is about?

Donna Tangen: The title of the Research is the Relationship between teacher efficacy contextual considerations and teaching practices for teaching non-native English language learners and the research utilised a cyclictic model to track teacher efficacy beliefs from their source through to their implementation in teaching practice so key inclusions to the model were a fore factor model of teacher efficacy and contextual considerations in relation to teaching students who are non-native English language learners at the primary level.  So teacher efficacy refers to the confidence teachers have in their capabilities to do the job.  The beginning of the cycle, you look at sources of efficacy information and that includes mastery experiences which is one self perceptions of one’s previous performance at a particular task, vicarious experiences which is efficacy information obtained from observing models performing a particular task, verbal persuasion which is efficacy information gained from talk negative or positive about an individual’s capabilities to perform a particular task and physiological arousal which is physiological and or emotive reactions to a particular task.  Contextual considerations in relation to students who are non-native English language learners include cultural load which refers to teachers understanding of the differences and similarities of culture as can feed through language, language load which refers to teacher’s use of language in the classroom and the fluidity of communication learning load which refers to teacher’s perceptions of how students learn and finally cognitive load which refers to teachers understanding of how non-native English language learners must process information in two language and modify the cyclical model by including a 4-factor model of teacher efficacy and the four factors are personal efficacy which includes personal efficacy which is teaching one’s on teaching and or instruction activities, outcome efficacy which refers to outcomes to reach educational outcomes, classroom management efficacy activities to manage student behaviour and teaching efficacy which is efficacy to overcome environmental factor such as the home life and then teacher efficacy was track through three studies in the research and then each study focused on a particular aspect within the cyclical model of teacher efficacy and the first study utilised focus group interviews to explore sources of efficacy beliefs in relation to contextual considerations for teaching students of non-native English language learners.  So that’s the first phase of the cycle, the second study utilised a research regenerator’s survey through a factor analysis structure to examine the four factors of teacher efficacy which was the next phase of the cycle and then the third study utilised hypothetical teaching scenarios to explore a teacher efficacy in relation to teaching practices so that was the final phase of the cycle but the final phase of the cycle then generates new efficacy beliefs and so the cycle continues.  Participants for the research included-pre-service primary teachers and in-service primary teachers, the pre-service teachers studying at the undergraduate level had completed at least one four-week practicum and the in service teachers were employed as primary school teachers during that time of the research.

Interviewer: What were the key findings from your studies?

Donna Tangen: Results from study 1 revealed that mastery experiences and vicarious experiences were the most predominant sources of teacher efficacy and the culture load and language load were the most predominant contextual considerations for teaching students who are non English language learners and then results from study 2 did not support a 4 factor model of teacher efficacy as predicted, factor analysis revealed a 2 factor model with the 2 factors being personal efficacy which is teacher’s confidence in their general teaching capabilities and teaching efficacy which is teacher’s confidence overcoming environmental factors such as students home life.  Personal efficacy was the stronger of the 2 factors so just in that teachers felt more efficacious about their general teaching abilities than about specifically teaching students who are non-native English language learners and then results from study 3 revealed that culture load and language load were the most predominant contextual considerations for participants in that participants could describe strategies to assist students with their language development and describe classroom activities that would incorporate student’s cultures into the teaching program such as doing a multicultural project.   In study 3 the participants were asked to describe what they would do in a given teaching scenario and why they took a particular choice of action, however while participants could describe strategies and activities to use in the classroom, they generally could not describe why they would take a particular course of action.  Pre-service teachers described that they would take the student’s culture into consideration when teaching and would consult with parents or community members in relation to teaching students, while on the other hand in service teachers made no mention of considering student’s cultural backgrounds when preparing lessons and activities, nor did they mention parents or community members as resources they could draw upon to enhance the teaching and then one result non anticipated by the research but discussed by participants was in identifying students who are non-native English language learners to students who have learning disabilities or learning difficulties.  There appeared to be some confusion about how to differentiate a student with limited English language proficiency to a student with a learning difficulty.

Interviewer: And finally based on your research, what are the implications for education?

Donna Tangen: The cyclical model of tracking teaching efficacy which had not been tested before, well it was revealed that it was an effective means for tracking teacher efficacy beliefs.  In my research the model was modified to include contextual considerations for teaching non-native English language learners and the results revealed that there needs to be such an inclusion to specifically identify the context for measuring teacher efficacy.  Teacher efficacy is not a generic measure according to Bandura it’s context specific so including in the context within the cyclical model focuses teacher’s attention on the target group under consideration and the research also revealed that participants on the whole were able to describe what strategies they would use but not why they would use these strategies and also they were generic rather than specific to teaching non-native English language learners so there needs to be more done at the pre-service level to assist students in connecting the theory of what to do with a particular choice of action so not only the what but the why cannot be assumed that the students understand why they would use a particular strategy in a given situation.  Mastery experiences in teaching non-native English language learners were described more by in service teachers as you would expect than by pre-service teachers so there’s a need to assist pre-service teachers in learning about diverse cultures through stronger connections with the community that complement the university studies.  Research reveals that mastery experiences are the richest source of efficacy information so working within the community will move many pre-service teachers out of their sort of mono lingual mono cultural comfort zones and provide them with new insights and opportunities to view the world through new eyes.

Interviewer: Okay thank you very much for your time Donna and thank you for sharing your research with us.

Donna Tangen: That’s alright.