Developing EFL in-Service Teachers' Teaching Skills and Their Self-Efficacy through Using a Situated Instructional Coaching Web-Based Program
| المصدر: | مجلة كلية التربية بالمنصورة |
|---|---|
| الناشر: | جامعة المنصورة - كلية التربية |
| المؤلف الرئيسي: | Baz, Zainab Atia Mohamed (Author) |
| مؤلفين آخرين: | Hassan, Badran A. (Co-Author) , Al-Raey, Samah R. (Co-Author) |
| المجلد/العدد: | ع122, ج4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2023
|
| الشهر: | أبريل |
| الصفحات: | 28 - 52 |
| ISSN: |
1110-9777 |
| رقم MD: | 1502846 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Situated Instructional Coaching | Web-Based Program | Efl In-Service Teachers | Teaching Skills | Self-Efficacy
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
The purpose of this research was to investigate the effect of using a situated instructional coaching web-based program to develop EFL in-service teachers' teaching skills and their self-efficacy. To fulfill the purpose of the study, four instruments were prepared. First, a Teaching Skills Questionnaire was used to identifying the teaching skills that EFL in-service teachers in government schools would need to develop. Second, a pre-post Teacher's Knowledge Test was used for assessing the teaching skills of the EFL in-service teachers, using an answer key for scoring teachers' answers was developed. Third, a Teaching Skills Observation Checklist was used to assess the EFL in-service teachers’ classroom performance regarding the selected teaching skills under investigation. Fourth, a Self-Efficacy Scale was used to measure teachers' level of efficacy in teaching before and after implementing the situated instructional coaching program. The study adopted the quasi-experimental pre-post test one group research design. The participants were one group of EFL in-service teachers (N= 20) selected from government schools. Results revealed that there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the teacher's knowledge Test in favor of the post-administration. Also, there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the Teaching Skills Observation Checklist in favor of the post-administration. Finally, there was a statistically significant difference between the mean ranks of the treatment group on both the pre and post-administrations of the Self-Efficacy Scale in favor of the postadministration. These results showed that the situated instructional coaching webbased program was effective in developing EFL in-service teachers' teaching skills and their Self-Efficacy. |
|---|---|
| ISSN: |
1110-9777 |
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