文章基本信息

标题：Assessing Mainstream Pre-service Teachers’ Self-Efficacy to Teach English Language Learners
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作者：Yao Fu ; Jiaxi Wang
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2021
卷号：14
期号：3
页码：153-174
DOI：10.29333/iji.2021.1439a
出版社：International Journal of Instruction
摘要：This study intended to provide evidence of the reliability and validity of the ELL Education Self-Efficacy Scale. Embedded in Bandura’s self-efficacy theory, the scale was created to assess mainstream pre-service teachers’ self-efficacy in teaching English Language Learners (ELLs). The participants of this study were pre-service teachers whose primary training has been in one or more traditional subject areas, such as mathematics, science, English, or social studies. The content validity of the ELL Education Self-Efficacy Scale was developed and established through five steps: defining the construct, creating the domain and item pool based on the literature, deciding the format and wording, conducting expert reviews, and implementing a pilot study. Exploratory factor analysis, parallel analysis, and Cronbach’s alpha were also employed to examine data collected from 278 mainstream pre-service teachers in six American universities. The results supported a 46-item scale with three underlying factors, including sociocultural efficacy, linguistic efficacy, and pedagogical-content efficacy. The study provides educators with insights on improving teacher education to prepare all teachers to work with ELLs.
其他关键词：teaching self-efficacy, ELL education, scale measurement, teachers, teaching