The Relationship between English Language Teachers' Self-Efficacy Levels and Use of Innovative Ideas in Language Teaching in Turkish National Context

Kahveci P.

Language Teacher Education for a World on the Move: Meeting the Needs of Diverse Student Populations, Tenth International Conference on Language Teacher Education , California, United States Of America, 2 - 04 February 2017

  • Publication Type: Conference Paper / Unpublished
  • City: California
  • Country: United States Of America
  • Gazi University Affiliated: No


Traditional forms of assessment are one-shot performances generally based on pen-paper tests; however, alternatives in assessment help to provide a broader profile on student progress because they are interwoven into teaching activities and last usually for a longer period of time. Alternatives in assessment require students’ active participation in the ongoing process of making judgments about their own progress in language learning (Hancock, 1994).However, alternatives in assessment differ from traditional forms of assessment in design, implementation and grading (Tedick & Klee, 1988). In this respect, the study focuses on the relationship between teacher efficacy and teachers’ assessment preferences. The study also aims to uncover the relationship between teacher efficacy, assessment preferences and variables such as school administration type-private or state and school stage-primary or secondary. The significance of the study is that it may offer useful insights to understanding the influences on teachers’ assessment preferences and; thus, suggest implications on to provide optimal conditions in which teachers can select the most appropriate form of assessment for their learners. Language Teachers’ Assessment Preferences Scale, developed by the researcher and Bandura’s Teacher Efficacy Scale are to be used as research instruments. Participants are English language teachers who work at primary and secondary schools in Turkey.