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dc.contributor.authorSarýçoban, Arif
dc.date.accessioned2013-12-05T10:52:00Z
dc.date.available2013-12-05T10:52:00Z
dc.date.issued2013-06
dc.identifier.citationSarýçoban, A. Prospective and regular ELT teachers digital empowerment and self-efficacy. Porta Linguarum, 20: 77-87 (2013). [http://hdl.handle.net/10481/29562]es_ES
dc.identifier.issn1697-7467
dc.identifier.otherD.L.: GR 43-2004
dc.identifier.urihttp://hdl.handle.net/10481/29562
dc.description.abstractThis study examines the possible correlation between (a) digital empowerment and their teacher self-efficacy in general, (b) the level of prospective ELT teachers’ digital empowerment and their teacher self-efficacy beliefs, (c) the level of regular ELT teachers’ digital empowerment and their self-efficacy beliefs, and tries to see if prospective ELT teachers and regular ELT teachers differ in digital empowerment and their self-efficacy beliefs. A statistically significant correlation exits between digital empowerment and teacher self-efficacy in foreign language teaching context. All the same, a statistically significant correlation between the level of prospective ELT teachers’ digital empowerment and their teacher self-efficacy beliefs has been observed as well as the significant correlation coefficient for their mentors. Additionally, we have seen correlations between self-efficacy and (a) motivation, (b) technical availability and utilization, and (c) competency in the use of technology. Moreover, it was found that prospective ELT teachers and regular ELT teachers only differ in digital empowerment but in self-efficacy. The only difference was observed in technical availability and utilization in favor of regular teachers (mentors). Therefore, it is concluded that foreign language teachers should become acquainted with digital technologies for more effective classroom teaching. To do so, motivation with positive attitudes towards information technologies, and feeling competent through more practice in pre-service foreign language teacher training programs at least in order to improve their self-efficacies by creating a positive classroom environment should be provided.es_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Granadaes_ES
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 Licensees_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es_ES
dc.subjectDigital empowermentes_ES
dc.subjectSelf-efficacyes_ES
dc.subjectProspective ELT teacherses_ES
dc.subjectMentorses_ES
dc.subjectFuturos profesoreses_ES
dc.subjectAutoeficiencia docentees_ES
dc.subjectCompetencias digitaleses_ES
dc.titleProspective and regular ELT teachers digital empowerment and self-efficacyes_ES
dc.title.alternativeEl fortalecimiento de competencias digitales en los futuros profesores de ELT y la autoeficacia docentees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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