Abstract
This chapter examines how a language teacher education program mediates the development of collective efficacy in its graduates. The case study presented demonstrates the efficacy of traditional teacher education activities such as on-campus pedagogical courses, practicum, and microteaching. More importantly, it focuses attention on how these different activities work together to mediate the collective efficacy of graduates. The implications for the design of language teacher education programs include the need for the inclusion of regular mastery and vicarious experiences in teaching, the creation of collective learning environments with positive normative peer pressure, and the importance of the preservice teachers’ affective states on their learning.
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Pei, M., Loughland, T., Jin, W., Nguyen, H.T.M. (2019). Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_61-1
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DOI: https://doi.org/10.1007/978-3-319-58542-0_61-1
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