Self-Efficacy in Teaching Chinese as a Foreign Language in Australian Schools

Autor/inn/en	Chen, Zhu; Yeung, Alexander S.
Titel	Self-Efficacy in Teaching Chinese as a Foreign Language in Australian Schools
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 8, Artikel 2 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Chinese; Second Language Instruction; College Graduates; Self Efficacy; Teacher Effectiveness; Teacher Characteristics; Language Proficiency; Teaching Experience; Student Behavior; Student Motivation; Student Reaction; Teacher Student Relationship; Age Differences; Context Effect; Cultural Influences; Teacher Influence; Class Size; Educational Resources; Foreign Countries; Masters Theses; Coding; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? China; Chinesen; Fremdsprachenunterricht; Hochschulabsolvent; Hochschulabsolventin; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Student behaviour; Schülerverhalten; Schulische Motivation; Schülerkritik; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Cultural influence; Kultureinfluss; Klassengröße; Bildungsmittel; Ausland; Codierung; Programmierung; Qualitative Forschung; Australien
Abstract	Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors (proficiency in the medium of instruction, professional learning, teaching experience, and understanding of student), student factors (student responses, classroom discipline, students' motivation, student-teacher relations, and students' age) and contextual factors (culture, influence from other teachers, class size, and resources). Findings of this research have implications for foreign language teacher education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01