The Inter-relationship between Knowledge base, Self-efficacy, and Self-confidence in TESOL Teacher Education: A Research-based Model

By Abdelilah Sehlaoui and Nancy Albrecht.

Published by The Humanities Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study was an attempt to explore Teaching of English to Speakers of Other Languages (TESOL) program completers’ self-efficacy and self-image as it relates to the content knowledge areas of assessment, applied linguistics, TESOL methodology, and cross-cultural communication/cultural awareness. It sought to answer these questions: 1. What content area was reported to have more impact on teachers’ confidence in teaching English Language Learners, 2. What professional activities and advocacy roles did the teachers report as a result of their participation in the TESOL teacher education program. Results from this study provide evidence to the fact that the more knowledge base teachers have, the more self-confident they become, and more effective they view themselves as teachers of English Learners. The study also calls for more focus on quality education and professional development that pays closer attention to all areas and domains required by TESOL professional standards, especially applied linguistics. This work strengthens the body of data regarding teacher education effectiveness in general and more specifically to teaching linguistically and culturally diverse students. Education which includes curriculum and instructional strategies to meet the needs of culturally and linguistically diverse students is a key to raising people out of poverty, eliminating racism, and creating peace makers and problem solvers. This understanding was underscored in participant responses based on their teaching experience and completion in the TESOL teacher education program.

Keywords: Online TESOL Teacher Education, Professional Development, Content Knowledge, Self-efficacy, Self-confidence, Impact on Students’ Learning

International Journal of the Humanities, Volume 9, Issue 3, pp.199-212. Article: Print (Spiral Bound). Article: Electronic (PDF File; 994.910KB).

Dr. Abdelilah Sehlaoui

Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University, English, Modern Languages, and Journalism, Emporia State University, Emporia, Kansas, USA

Dr. Abdelilah Sehlaoui, Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University (taught and directed the program since 1999). Dr. Sehlaoui is fluent in Spanish, French, Arabic, and English. He has a good knowledge of effective ESOL/multicultural scientifically-proven strategies for P/K-12 grade level; classroom experience in elementary, secondary, post-secondary/higher education classroom teaching with commitment to ensuring that all children, regardless of background, have the chance to succeed; previous administration/leadership experience; familiarity with rural and urban communities and their issues; extensive travel in the United States and other countries; first generation immigrant to the United States; experience in facilitating large-scale systemic reform; experience with educational technology and online learning; recipient of Emporia State University President’s Leadership in Diversity Award. Who’s Who Among International Scholars award recipient; nominated to the Wall of Tolerance by Rosa Parks and Morris Dees from the Southern Poverty Law Center; invited to present at the Oxford Round Table International Conference and to edit a special issue of the international journal “Language, Culture, and Curriculum” on language resources in the USA; published in various international journals. Research interest centers around the effectiveness of teacher education on student learning, the development of cross-cultural communicative competence in ESL/EFL teachers, Computer-Assisted Language Learning and National Professional Development grant related research; community leader; local school district strategic planning committee member; refugee resettlement committee member and other national and international professional organizational memberships.

Dr. Nancy Albrecht

Professor, School Leadership and Secondary/Middle School Education, Emporia State University, Emporia, Kansas, USA

Nancy Albrecht is a professor in the department of School Leadership and past director of admissions for teacher education at Emporia State University in Emporia, Kansas. She has been a high school principal and classroom teacher including teaching experience in Europe. Nancy has presented internationally, at national conferences, as well as state and local presentations. Her doctorate and masters degrees are both in educational leadership. She serves on a local Board of Education and works with teachers and students to improve student achievement. Areas of research include: Collaboration and Reflective Practice for Faculty Professional Development; Transformational Professional Development, Building Learning Communities, and Improving Teaching and Learning.

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