Description
Book SynopsisThis book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. 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.
Trade ReviewGene Thompson deserves great credit for this thoughtful and illuminating exploration of language teacher efficacy (LTE) beliefs in Japan. Strengths of the volume include Thompson’s deep engagement with and theorizing from the literature, his awareness of how to investigate LTE beliefs in a principled way, and his clear, insightful analysis. I wholeheartedly recommend this book.
* Mark Wyatt, Khalifa University, UAE *
Offering a thorough picture of teacher self-efficacy from a language teaching perspective, Gene Thompson’s book represents a much-needed work in applied linguistics. Although the volume focuses on the Japanese context, most of the discussions have worldwide implications and will be a source of inspiration for researchers interested in language teacher self-efficacy. * Shahab Moradkhani, Razi University, Iran *
This is a significant and timely contribution to the contemporary research literature on English education in Japan. Thompson’s extensive training experience and deep knowledge of the Japanese context are reflected in the high quality of research displayed in this volume. It is a highly recommended read, not only for researchers and teacher educators in Japan, but for anyone else across the world interested in similar issues regarding language teaching and learning. * Gregory Paul Glasgow, Kanda University of International Studies, Japan *
Table of ContentsPreface
Chapter 1. Introduction
Chapter 2. Teacher Efficacy as a Form of Self-Efficacy
Chapter 3. Language Teacher Efficacy
Chapter 4. Approaches for Investigating Language Teacher Efficacy
Chapter 5. Developing a Language Teacher Efficacy Scale
Chapter 6. JTE Language Teacher Efficacy Beliefs and Dimensions
Chapter 7. Language Teacher L2 Efficacy and L2 Usage
Chapter 8. Efficacy for Language Instruction
Chapter 9. Efficacy Towards Collaborative Practice and Collective Action
Chapter 10. Language Teacher Efficacy Belief Development
Chapter 11. Where Next for LTE Research?
