Exploring Language Teacher Efficacy in Japan / / Gene Thompson.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2
• VerfasserIn: Thompson, Gene,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Psychology of Language Learning and Teaching
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Figures and Tables --; Abbreviations and Japanese Terms --; About the Author --; Acknowledgments --; Preface --; 1. Introduction --; 2. Teacher Efficacy as a Form of Self-Efficacy --; 3. Language Teacher Efficacy --; 4. Approaches for Investigating Language Teacher Efficacy --; 5. Developing a Language Teacher Efficacy Scale --; 6. JTE Language Teacher Efficacy Beliefs and Dimensions --; 7. Language Teacher L2 Efficacy and L2 Usage --; 8. Efficacy for Language Instruction --; 9. Efficacy Towards Collaborative Practice and Collective Action --; 10. Language Teacher Efficacy Belief Development --; 11. Where Next for LTE Research? --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788925402; 9783110696295; 9783110704716; 9783110704518; 9783110704761; 9783110704563; 9783110689600; 9783110696301
• DOI: 10.21832/9781788925402
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Gene Thompson.

This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers who carry out language teaching activities in the pursuit of learner language acquisition. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.