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@article{ART002814302},
author={Hyun Jin Kim},
title={Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence},
journal={Modern English Education},
issn={1598-0782},
year={2022},
volume={23},
number={1},
pages={83-94}

TY - JOUR
AU - Hyun Jin Kim
TI - Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence
JO - Modern English Education
PY - 2022
VL - 23
IS - 1
PB - The Modern English Education Society
SP - 83
EP - 94
SN - 1598-0782
AB - 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.
KW - English teacher efficacy;perceived English teaching competence;pre-service teacher
DO -
UR -
ER -

Hyun Jin Kim. (2022). Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence. Modern English Education, 23(1), 83-94.

Hyun Jin Kim. 2022, "Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence", Modern English Education, vol.23, no.1 pp.83-94.

Hyun Jin Kim "Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence" Modern English Education 23.1 pp.83-94 (2022) : 83.

Hyun Jin Kim. Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence. 2022; 23(1), 83-94.

Hyun Jin Kim. "Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence" Modern English Education 23, no.1 (2022) : 83-94.

Hyun Jin Kim. Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence. Modern English Education, 23(1), 83-94.

Hyun Jin Kim. Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence. Modern English Education. 2022; 23(1) 83-94.

Hyun Jin Kim. Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence. 2022; 23(1), 83-94.

Hyun Jin Kim. "Non-English-major pre-service elementary school teachers’ teacher cognition: With focus on English teacher efficacy and perceived English teaching competence" Modern English Education 23, no.1 (2022) : 83-94.