Understanding the Development of Pre-Service ESOL Teachers' Sense of Agency in a TESOL Methodology Course
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| Title: | Understanding the Development of Pre-Service ESOL Teachers' Sense of Agency in a TESOL Methodology Course |
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| Language: | English |
| Authors: | Brian Hibbs (ORCID |
| Source: | Educational Linguistics. 2026. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5894 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Preservice Teachers, Language Teachers, Methods Courses, Second Language Instruction, Professional Autonomy, Models, Preservice Teacher Education, Student Attitudes, Student Development |
| DOI: | 10.1007/978-3-032-15648-8_5 |
| Abstract: | The purpose of this chapter is to summarize the logistics of and review the findings of an exploratory study designed to collect and analyze information about pre-service English to Speakers of Other Languages (ESOL) teachers' views regarding the pertinence of a language methodology course to their developing perspectives on their professional agency as teachers. The chapter begins with an overview of the concept of teacher agency more generally and moves to an examination of various frameworks for exploring teacher agency. Next, the components of the course are described along with the data collection (the Teacher Ecological Agency (TEA) questionnaire; Ghamoushi et al., Asia 12:37, 2022) and data analysis (descriptive statistics) procedures of the study. Findings suggest that participants appeared to view agency from a future perspective in more aspirational terms and seemed to not necessarily be aware of or understand the relevance of either their past histories or their present conditions on their professional autonomy. The chapter also furnishes information about potential implications of the study for both educators and researchers. [For the complete volume, "Reimagining Language Teacher Agency: Transperspectival Insights and Actionable Strategies. Educational Linguistics. Volume 70," see ED679531.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679545 |
| Database: | ERIC |
| Abstract: | The purpose of this chapter is to summarize the logistics of and review the findings of an exploratory study designed to collect and analyze information about pre-service English to Speakers of Other Languages (ESOL) teachers' views regarding the pertinence of a language methodology course to their developing perspectives on their professional agency as teachers. The chapter begins with an overview of the concept of teacher agency more generally and moves to an examination of various frameworks for exploring teacher agency. Next, the components of the course are described along with the data collection (the Teacher Ecological Agency (TEA) questionnaire; Ghamoushi et al., Asia 12:37, 2022) and data analysis (descriptive statistics) procedures of the study. Findings suggest that participants appeared to view agency from a future perspective in more aspirational terms and seemed to not necessarily be aware of or understand the relevance of either their past histories or their present conditions on their professional autonomy. The chapter also furnishes information about potential implications of the study for both educators and researchers. [For the complete volume, "Reimagining Language Teacher Agency: Transperspectival Insights and Actionable Strategies. Educational Linguistics. Volume 70," see ED679531.] |
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| DOI: | 10.1007/978-3-032-15648-8_5 |
