Exploring the influence of teachers’ self-efficacy beliefs on pre-service ELT teachers’ motivation

Rojas Bravo, Aylin Viridiana

dc.contributor.author	Rojas Bravo, Aylin Viridiana
dc.date.accessioned	2024-06-20T19:22:54Z
dc.date.available	2024-06-20T19:22:54Z
dc.date.issued	2024-05-06
dc.identifier.govdoc	LELI .15508 2024
dc.identifier.other	ATD355
dc.identifier.uri	http://dgsa.uaeh.edu.mx:8080/bibliotecadigital/handle/231104/4963
dc.description	Teachers have an influential function in the development of their learners. One aspect of teachers characteristics that specifically has been proven influential is their self-efficacy beliefs (e.g., Ford, 2012; Mojavezi & Tamiz, 2012; Sabet, Dehghannezhad & Tahriri, 2018; Buric & Kim, 2020). Nevertheless, there is no research on this phenomenon in a Mexican context nor in the program aimed at training new English Language Teachers. For that reason, this study seeks to qualitatively explore the influence that teachers selfefficacy beliefs have on pre-service ELT teachers motivation through interviews with ten teachers and focus groups with eighteen students of an ELT program at a Mexican university. The transcripts of both instruments were thematically analysed and crossreferenced with notes from classroom observations of the teachers who participated in the interviews. The findings revealed knowledge, teaching style, relationship with students, feedback and confidence as specific characteristics of teachers self-efficacy that shape how motivated students feel in their classes.	es_ES
dc.language.iso	en	es_ES
dc.publisher	ICSHu-BD-UAEH	es_ES
dc.subject	Self-efficacy beliefs	es_ES
dc.subject	Motivation	es_ES
dc.subject	Teachers	es_ES
dc.subject	Pre-service teachers	es_ES
dc.subject	ELT	es_ES
dc.subject	Enseñanza de la Lengua Inglesa.	es_ES
dc.title	Exploring the influence of teachers’ self-efficacy beliefs on pre-service ELT teachers’ motivation	es_ES
dc.title.alternative	Enseñanza de la Lengua Inglesa.	es_ES
dc.type	Tesis	es_ES