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Preservice Teachers’ Self-Efficacy Beliefs for Promoting Learner Autonomy in English Language Education
Creencias de autoeficacia de docentes en formación para promover la autonomía de los estudiantes en la enseñanza de inglés
DOI:
https://doi.org/10.15446/profile.v27n2.117405Keywords:
English language education, initial teacher education, pedagogy for autonomy, self-efficacy beliefs (en)creencias de autoeficacia, enseñanza del inglés, formación docente inicial, pedagogía para la autonomía (es)
Preservice teachers’ self-efficacy beliefs influence their willingness and ability to promote learner autonomy in schools. This study aimed to investigate the self-efficacy beliefs of a group of preservice teachers in an initial English language teacher education programme, where they were prepared and encouraged to promote pedagogy for autonomy. Data were gathered through questionnaires and focus group interviews. Findings indicate a relatively high sense of self-efficacy regarding the promotion of learner autonomy. Personal and contextual factors that enable or constrain those beliefs were identified, with implications for how initial teacher education programmes may foster preservice teachers’ readiness to value and enact learner-centred pedagogies.
Las creencias de autoeficacia de los docentes en formación influyen en su disposición y habilidad para promover la autonomía en las escuelas. Este estudio investiga las creencias de autoeficacia de un grupo de docentes en formación en un programa de formación docente inicial en enseñanza de inglés que promovía la pedagogía para la autonomía. Los datos se recopilaron mediante cuestionarios y grupos focales. Los resultados indican un sentido relativamente alto de autoeficacia con respecto a la promoción de la autonomía. Se identificaron factores personales y contextuales que permiten o limitan estas creencias, con implicaciones sobre cómo los programas de formación docente inicial pueden fomentar la preparación de futuros docentes para valorar e implementar pedagogías centradas en el aprendiz.
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Copyright (c) 2025 Borja Manzano Vázquez, Flávia Vieira, Manuel Jiménez Raya
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