Prospective and regular ELT teachers digital empowerment and self-efficacy
MetadatosMostrar el registro completo del ítem
Universidad de Granada
Digital empowermentSelf-efficacyProspective ELT teachersMentorsFuturos profesoresAutoeficiencia docenteCompetencias digitales
Sarýçoban, A. Prospective and regular ELT teachers digital empowerment and self-efficacy. Porta Linguarum, 20: 77-87 (2013). [http://hdl.handle.net/10481/29562]
This 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.