Overcoming low self-efficacy beliefs in teaching English to young learners

Abstract

Drawing on data from observations and interviews, this article presents a case study of one teacher’s efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to develop deeper practical knowledge and stronger self-efficacy beliefs with regard to the particular task, while supported by a constructivist teacher education programme.

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