Abstract
Drawing on data from observations and interviews, this article presents a case study of one teacher's efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to develop deeper practical knowledge and stronger self-efficacy beliefs with regard to the particular task, while supported by a constructivist teacher education programme.
| Original language | British English |
|---|---|
| Pages (from-to) | 238-255 |
| Number of pages | 18 |
| Journal | International Journal of Qualitative Studies in Education |
| Volume | 26 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 2013 |
Keywords
- constructivist teacher education
- practical knowledge
- reflective practice
- teachers' self-efficacy beliefs