Visions for teaching The Interviews with Dewi
5.2.1.2.1 Visions for teaching
The visions for teaching in the interview covered issues related to the teachers‘ beliefs and values about English teaching. Such issues were explored using questions about what is considered to be desirable characteristics of English classes and the criteria of a successful English teacher. When asked about the kind of English classes she wanted to emerge from her teaching, Dewi signaled that active involvement was the desired characteristic of her classroom. She said: Actually when I am in class, I would like my students active in using English whether in asking questions or between students, they will also discuss in English. But you know… but Indonesian students are lack of initiative, we have to motivate them a lot to speak in the class. Actually I just want to bring the outside world into the class and I want them practice a lot. But I still find difficulties in motivating them to speak Dewi – interview. On the other hand, when asked about the kind of English class she did not want to emerge, Dewi said that she did not like a traditional classroom. She referred to a traditional classroom as one in which the teacher was the centre of the teaching processes, while the students did nothing except receiving information and knowledge. Dewi had an interesting vision about successful English teachers. She said, In my opinion, officially the successful teacher must be a teacher who has good planning and administration works in which it will spend a lot of time to prepare it. But in my opinion it is not a successful teacher. A successful teacher, besides making preparation, shehe should motivate the students to make something different. For example when they start 144 from zero, there must be 1, or 2, or 3. Moreover, to me a successful teacher is the one who has given the students knowledge and it will stay longer in their mind after they become adult people Dewi – interview .5.2.1.2.2 Self-efficacy beliefs
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
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