The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners
Shelly Hannah Baseri, University of Southern California, United States
University of Southern California . Awarded
The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to contribute to students' successful learning (Bransford and Schwartz, 1999; Darling-Hammond, 2005). Additionally, teacher efficacy, or a "teacher's belief in his or her capability to organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context" (Tschannen-Moran & Woolfolk Hoy, 2001, p.223), has also been traced to students' achievement in the classroom (Alviar-Martin, et al., 2008; Ross & Cousins, 1996; Tschannen-Moran & Woolfolk Hoy, 2001). A mixed-methods study was conducted to reveal to what extent candidates in an online MAT TESOL program feel self-efficacious to transfer ESL instructional strategies learned in the TESOL Pedagogy course to the classroom context. The data gathered indicated that candidates' self-efficacy to transfer the strategies was based on various factors, including candidates' prior exposure to the same instructional strategies, as well as the extent to which the strategies contribute to English Language Learners' communicative competence.
Baseri, S.H. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. Ph.D. thesis, University of Southern California.
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