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ERIC Number: EJ1176535
Record Type: Journal
Publication Date: 2018
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1814-9448
Teacher Efficacy: A Case Study of Faculty Beliefs in an English-Medium Instruction Teacher Training Program
Tsui, Cynthia
Taiwan Journal of TESOL, v15 n1 p101-128 2018
English-medium instruction (EMI) has become a driving force behind the curriculum reform in higher education around the world. The current study, drawn from a larger project that involves an EMI teacher development program, explores subtle nuances of change in teachers' self-efficacy beliefs, employing Bandura's theory of self-efficacy (Bandura, 1977, 1986) as a framework, among university teachers who have completed the training program. A total of 11 faculty members from five universities in Northern Taiwan were individually interviewed, along with data from their EMI classroom observations. Results indicated that novice EMI teachers may experience a weakening of self-efficacy that could hurt their commitment to teaching. After completing the EMI teacher development program, participants reported gaining more confidence in using the teaching techniques taught in the program. Most importantly, the program helped them re-examine their role as an EMI instructor and sensitized them to the students' perspective that they had not been aware of before. The new insights humbled them, yet empowered them for their EMI undertaking. The transformation of teachers' self-efficacy allowed these EMI teachers, juniors or seniors alike, to continue to grow as they struggled through teaching in a foreign language. Implications of the findings and suggestions for future EMI teacher development programs are also provided.
National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A