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大学英语教师自我效能感培养研究.docx

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大学英语教师自我效能感培养研究 Title:TheDevelopmentofUniversityEnglishTeachers'Self-Efficacy Introduction: Inrecentyears,thedevelopmentofself-efficacyhasgainedsignificantattentioninthefieldofeducation.Self-efficacyreferstoanindividual'sbeliefintheirownabilitytoaccomplishspecifictasksandovercomechallenges.ForuniversityEnglishteachers,self-efficacyplaysacrucialroleintheirteachingeffectiveness,professionaldevelopment,andoveralljobsatisfaction.Thispaperaimstoexplorethefactorsthatinfluencethedevelopmentofself-efficacyamonguniversityEnglishteachersandproviderecommendationsforitscultivation. FactorsAffectingtheDevelopmentofSelf-Efficacy: 1.PedagogicalKnowledge:UniversityEnglishteacherswithastrongfoundationinpedagogicalknowledgearemorelikelytohavehigherself-efficacy.Thisincludesanunderstandingofteachingmethodologies,languageacquisitiontheories,assessmentmethods,andclassroommanagementstrategies.Teacherswhocontinuouslyupdatetheirknowledgethroughprofessionaldevelopmentactivitiestendtohavehigherself-efficacy. 2.PastTeachingExperiences:Positiveexperiencesandsuccessesinteachingcontributetothedevelopmentofself-efficacy.TeacherswhohavepreviouslyachievedgoodresultsandreceivedpositivefeedbackaremorelikelytobelieveintheirabilitytoeffectivelyteachEnglish.Conversely,negativeexperiences,suchasstudentdisengagementorpooroutcomes,canundermineself-efficacy.Reflectingonpastexperiencesandlearningfrombothsuccessesandfailurescanenhanceself-efficacy. 3.SupportiveWorkEnvironment:Asupportiveworkenvironment,includingpositiverelationshipswithcolleagues,mentoringprograms,andaccesstoteachingresources,cansignificantlyimpactthedevelopmentofself-efficacy.Collaborationwithexperiencedcolleagues,opportunitiesforpeerobservationandfeedback,andconstructivesupportfromsupervisorsallcontributetothegrowthofself-efficacyamonguniversityEnglishteachers. 4.Self-ReflectionandFeedback:Engaginginself-reflectionandreceivingfeedbackonteachingpracticesareessentialforthedevelopmentofself-efficacy.Reflectingontheirstrengthsandareasforimprove