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Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec./
Author:	Parks, Philippa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	251 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
Subject:	Problem solving. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28730911
ISBN:	9798544221326

Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec.
Parks, Philippa.

Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 251 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--McGill University (Canada), 2021.

This item must not be sold to any third party vendors.

Research tells us that teachers with high self-efficacy are more resilient and less likely to leave the profession. It also tells us that teacher self-efficacy (TSE) beliefs are most pliable early in learning, and that teacher education programs are a key site for professional identity construction. In this dissertation, I use a mixed method approach to look at the ways in which pre-service English Second Language (ESL) teachers from two different universities in Quebec developed their self-efficacy within their professional teacher identity. I collected quantitative data before and after a major practicum to see if experiences during the practicum influenced the participants' TSE scores or their intentions to remain in the teaching profession. I also collected narrative, thematic and graphic data at three different times during the practicum to explore what kinds of experiences the participants were having and how these experiences influenced their understanding of the kind of teacher they were becoming. Key findings from this research suggest: 1) that teacher-self efficacy (TSE) and professional identity development does occur during the practicum; 2) that recognition of status from students and members of the teaching community is essential to building professional identity; 3) that TSE is most effectively built through a process of trial, error and reflection - especially when teaching alone; and finally that 4) the structure of evaluation creates conditions unfavourable for the consolidation of either TSE or professional identity. The dissertation concludes with a discussion of the ways in which its findings will contribute to our understanding of the role teacher education programs can play in preventing future language teacher attrition.

ISBN: 9798544221326Subjects--Topical Terms:

516855
Problem solving.

Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec.
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245 1 0 $a Should I Stay, or Should I Go? a Mixed Method Study of Pre-Service English Second Language Teacher Efficacy-Identity Development in Quebec.
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500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Riches, Caroline Joan.
502 $a Thesis (Ph.D.)--McGill University (Canada), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Research tells us that teachers with high self-efficacy are more resilient and less likely to leave the profession. It also tells us that teacher self-efficacy (TSE) beliefs are most pliable early in learning, and that teacher education programs are a key site for professional identity construction. In this dissertation, I use a mixed method approach to look at the ways in which pre-service English Second Language (ESL) teachers from two different universities in Quebec developed their self-efficacy within their professional teacher identity. I collected quantitative data before and after a major practicum to see if experiences during the practicum influenced the participants' TSE scores or their intentions to remain in the teaching profession. I also collected narrative, thematic and graphic data at three different times during the practicum to explore what kinds of experiences the participants were having and how these experiences influenced their understanding of the kind of teacher they were becoming. Key findings from this research suggest: 1) that teacher-self efficacy (TSE) and professional identity development does occur during the practicum; 2) that recognition of status from students and members of the teaching community is essential to building professional identity; 3) that TSE is most effectively built through a process of trial, error and reflection - especially when teaching alone; and finally that 4) the structure of evaluation creates conditions unfavourable for the consolidation of either TSE or professional identity. The dissertation concludes with a discussion of the ways in which its findings will contribute to our understanding of the role teacher education programs can play in preventing future language teacher attrition.
520 $a Les recherches sur l'attrition du nombre d'enseignants nous demontrent que les enseignants ayant une grande efficacite personnelle sont plus resilients et moins susceptibles de quitter la profession. Les recherches demontrent egalement que les convictions des enseignants a propos de leur efficacite (TSE) sont plus souples au debut de l'apprentissage et que les programmes de formation des enseignants sont un lieu cle pour la construction de l'identite professionnelle. Dans cette these, j'utilise une methode mixte pour examiner les facons dont les enseignants d'anglais langue seconde (ALS) en formation, issus de deux universites differentes au Quebec, ont developpe leur TSE dans le cadre de leur identite professionnelle d'enseignant. J'ai recueilli des donnees quantitatives a partir d'une enquete en ligne avant et apres un stage important pour voir si les experiences vecues pendant le stage ont influence leur TSE ou leurs intentions de rester dans la profession d'enseignant. J'ai egalement recueilli des donnees narratives, thematiques et graphiques a trois moments differents pendant le stage afin d'explorer les types d'experiences que les participants ont vecues et comment ces experiences ont influence leur comprehension du type d'enseignant qu'ils devenaient. Les principaux resultats de cette recherche suggerent que 1) l'efficacite de l'enseignant (TSE) et le developpement de l'identite professionnelle se produisent effectivement pendant le stage, 2) la reconnaissance du statut par les etudiants et les membres de la communaute enseignante est essentielle a la construction de l'identite professionnelle, 3) la TSE se construit le plus efficacement par un processus d'essais, d'erreurs et de reflexion - en particulier lorsqu'on enseigne seul, et enfin que 4) la structure de l'evaluation a cree des conditions defavorables a la consolidation de la TSE ou de l'identite professionnelle. La these se termine par une discussion sur la maniere dont ses resultats contribueront a notre comprehension du role que les programmes de formation des enseignants peuvent jouer pour prevenir l'attrition des futurs enseignants de langues et sur les possibilites de recherches futures dans les domaines de l'attrition des enseignants de langues, TSE, de l'identite, et de la formation des enseignants.
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