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Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China

  • Miao PeiEmail author
  • Tony Loughland
  • Wei Jin
  • Hoa Thi Mai Nguyen
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

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.

Keywords

Language teacher education program Collective efficacy Preservice teachers Third generation activity theory 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Miao Pei
    • 1
    Email author
  • Tony Loughland
    • 2
  • Wei Jin
    • 1
  • Hoa Thi Mai Nguyen
    • 2
  1. 1.Centre for Teacher Education ResearchBeijing Normal UniversityBeijingChina
  2. 2.School of EducationUniversity of New South WalesSYAustralia

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