The Interplay of Teacher Training, Access to Resources, Years of Experience and Professional Development in Tertiary ESL Reading Teachers’ Perceived Self- Efficacy

• Kraut, Rachel ^[1] ; Chandler, Tara ^[2] ; Hertenstein, Kathleen ^[2]
  1. [1] Rice University

     Rice University

     Estados Unidos

     
  2. [2] University of Arizona

     University of Arizona

     Estados Unidos

     
• Localización: Gist: Education and Learning Research Journal, ISSN-e 1692-5777, Vol 12, 2016 (Ejemplar dedicado a: GiST Education and learning research journal), págs. 132-151
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Through a mixed methods approach, this study collected data on the current state of IEP teachers’ perceived self-efficacy in teaching ESL reading, and the factors that may affect this. Statistical analyses of surveys show a number of relationships among the factors explored: years of teaching, perceived selfefficacy, amount of pre-service training, amount of professional development and availability of resources. To detail the experiences of these instructors, responses from follow-up interviews are discussed. Taken together, the results of this study underscore the need for ESL teacher training programs and IEP institutes to devote greater effort in preparing faculty to teach ESL reading skills effectively.