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Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence

  • Modern English Education
  • Abbr : MEESO
  • 2022, 23(1), pp.83-94
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : January 2, 2022
  • Accepted : February 4, 2022
  • Published : February 28, 2022

Kim, Hyun Jin 1

1청주교육대학교

Accredited

ABSTRACT

The present study aims to explore how non-English-major pre-service elementary school teachers perceive their efficacy and English teaching competence. 104 pre-service elementary school teachers including 77 non-English majors (21 science majors, 28 Korean majors, and 28 math majors) and 27 English majors participated in the study that included two surveys: English Teacher Efficacy Scale (ETES) and Perceived English Teaching Competence Scale (PETCS). To explore non-English-major pre-service teachers’ English teacher efficacy (ETE) and their perceived English teaching competence (PETC), their responses were compared with English-major pre-service teachers’. The findings were as follows: First, pre-service teachers’ ETE consisted of four factors while PETC consisted of two factors. Second, there was no significant difference in ETE between the non-English-major pre-service teachers and English-major pre-service teachers. Third, non-English majors had a significantly lower PETC than English majors. Fourth, pre-service teachers’ ETE and PETC were affected by interactions among gender, English-speaking ability, and major. The findings suggested that variables such as gender and English-speaking ability should be considered in exploring ETE and PETC. In addition, related variables should be considered in non-English- major pre-service teachers’ professional development programs.

Citation status

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