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Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools
La autoeficacia de docentes de inglés con niveles de conocimiento curricular altos y bajos en escuelas de Indonesia
DOI:
https://doi.org/10.15446/profile.v24n2.96187Keywords:
curriculum implementation, curriculum literacy, self-efficacy, English language teachers (en)autoeficacia, conocimiento curricular, docentes de inglés, implementación curricular (es)
This study explores the difference in self-efficacy between high school English language teachers with two levels of curriculum literacy. The data were collected using a curriculum literacy test and a self-efficacy scale that were delivered online to 251 English teachers in Indonesia. The respondents were split into two groups based on their curriculum literacy scores. The findings show that teachers with higher curriculum literacy levels were more self-efficacious than those with a lower level of curriculum literacy. This implies that curriculum related courses in preservice teacher programs need to be improved, and in-service teacher training should focus on curriculum knowledge.
Este estudio explora las diferencias de autoeficacia entre docentes de inglés con dos niveles de conocimiento curricular. Los datos se recolectaron a partir de una prueba de conocimiento curricular y una escala de autoeficacia que fueron distribuidas en línea a 251 docentes de inglés de secundaria en Indonesia. Los participantes se dividieron en dos grupos de acuerdo con sus puntajes de conocimiento curricular. Se encontró que los docentes con mayores niveles de conocimiento curricular son asimismo los más eficaces. Esto implica que se deben mejorar los cursos sobre el currículo en los programas de preparación inicial docente, así como dar mayor énfasis al conocimiento curricular durante la formación continua de docentes en ejercicio.
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