An examination of pre-service elt teachers’xx sense of self-efficacy, emotional intelligence and teacher knowledge as constituents of teacher identity construction
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Türkiye
Tez Danışmanı: İsmail Hakkı Erten
Tezin Onay Tarihi: 2016
Tezin Dili: İngilizce
Özet:
This dissertation investigated pre-service ELT teachers' sense of self-efficacy, emotional intelligence (EQ), and teacher knowledge in search of constituents of teacher identity in Çanakkale Onsekiz Mart University English Teacher Education Department in Turkey. The study implemented mixed mixed-method design for data collection. The study was longitudinal in nature, data collection took five semesters. A total of 207 students participated in the study. The study collected the quantitative data through the Turkish version of the Teachers' Sense of Efficacy Scale (TTSES), Bar-On (1997) emotional intelligence inventory, Cambridge teacher knowledge tests, and the qualitative data through semi-structured interviews. Following a sequential explanatory mixed methods approach, data were first analyzed quantitatively and relevant evidence was sought in the qualitative data to explain the findings. Students' achievements were measured by marks for individual courses in their transcripts. The data revealed that before taking the field courses, performing micro teachings, completing the school experience, and teaching practice courses pre-service teachers; English language teachers' sense of self-efficacy, emotional intelligence, and teacher knowledge was lower. The findings suggested that the pre-service teachers' sense of self-efficacy, emotional intelligence, and teacher knowledge was developmental in nature. After completing the teaching practice Pre-service ELT teachers' sense of self-efficacy, emotional intelligence, and teacher knowledge levels grew higher. Overall findings indicated that teaching experience had an important impact on pre-service teachers' sense of self-efficacy, emotional intelligence, and teacher knowledge in teacher identity shaping. This dissertation presents the findings regarding the changes in pre-service ELT teachers' sense of self-efficacy, emotional intelligence, and teacher knowledge in shaping foreign language teacher identity in a particular English Teacher Education Department in Turkey. It is assumed that other departments and language curriculum designers can benefit by modifying and adapting the findings of the study and implementing the sense of self-efficacy and emotional intelligence in the practicum courses in a wider context in Turkey and other countries.