Imagen de Portada

Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools

Fuente: Redalyc

Guardado en:

Detalles Bibliográficos
Autor principal:	Burhanuddin Yasin
Formato:	Artículo científico
Lenguaje:	en
Publicado:	Universidad Nacional de Colombia 2022
Materias:	Educación self efficacy curriculum literacy curriculum implementation English language teachers
Acceso en línea:	Acceder al recurso 1 Acceder al recurso 2 Acceder al recurso 3 Acceder al recurso 4 Acceder al recurso 5
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Teachers’ Agency Development When Adapting the Colombian English Suggested Curriculum for High School
por: Cindy Valdelamar González
Publicado: (2023)

Corpus Literacy Training for In-Service English Language Teachers
por: Ahmet Basal
Publicado: (2024)

CURRICULUM, CULTURE, CONFLICT AND CREED: THE INTERSECTION OF RELIGION AND ENGLISH LANGUAGE TEACHING
por: Chisunum, Ifeanyichukwu Jeffrey (Ph.D.), et al.
Publicado: (2025)

Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory
por: Jennifer Barrett-Tatum
Publicado: (2015)

Exploring multimodality, literacy and learning with young adult fiction
por: Melissa Schieble
Publicado: (2009)

Teachers' Knowledge of Second Language and Curriculum: A Narrative Experience
por: Jenny Alexandra Mendieta Aguilar
Publicado: (2011)

Enacting a People-Centred Curriculum in ELT With Teenage Learners
por: Darío Luis Banegas
Publicado: (2014)

Curricula
Publicado: (2025)

Evaluating an Online Assessment Course: Teachers’ Voices on Their Language Assessment Literacy
por: Frank Giraldo
Publicado: (2025)

English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale
por: Zia Tajeddin
Publicado: (2022)

The Factors Contributing to Language Teachers’ Effectiveness in an EFL Learning Context: A Questionnaire Validation Study
por: Akram Nayernia
Publicado: (2022)

Planning an Online Assessment Course for English Language Teachers in Latin America
por: Frank Giraldo
Publicado: (2023)

Creating a Pedagogical Space that Fosters the (Re)Construction of Self Through Life Stories of Pre-Service English Language Teachers
por: Álvaro Hernán Quintero Polo
Publicado: (2016)

Curriculum Change in English Schools: Educating Working-Class Children
por: Terry Wrigley
Publicado: (2014)

Needs Analysis to Design an English Blended Learning Program: Teachers’ and Administrators’ Voices
por: Luis Hernando Tamayo Cano
Publicado: (2023)

Los docentes como lectores de documentos curriculares. Aportes para el análisis de la recepción de la reforma curricular de los años noventa en Argentina
por: Sandra Ziegler
Publicado: (2003)

Unveiling the Experiences of Master Teachers in the Curriculum Development: A Qualitative Research Study
por: Godofredo, Villa Jr.
Publicado: (2025)

Reclaiming the Colombian English Language Teaching Field to Sow the Seeds of Change Through Self-Study
por: Paula Pérez-Rubiano
Publicado: (2024)

English Language Teachers’ Perceptions on Knowing and Applying Contemporary Language Teaching Techniques
por: Esen Sucuoğlu
Publicado: (2017)

The Relationship among Iranian EFL Teachers’ Professional Identity, Self-Efficacy and Critical Thinking Skills
por: Negar Moslemi
Publicado: (2019)

Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University
por: María Catalina Gómez Jiménez
Publicado: (2019)

Integration of information and communication technology in teaching English among in-service teachers
por: Ran, Peng, et al.
Publicado: (2024)

Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Pre-service Teachers
por: Doris Correa
Publicado: (2017)

Navigating Tensions: Education Policy and the Science Teacher
por: Jim Ryder
Publicado: (2017)

EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement
por: Mohammad Hadi Mahmoodi
Publicado: (2022)

Unveiling EFL and Self-Contained Teachers’ Discourses on Bilingualism Within the Context of Professional Development
por: Jennyfer Paola Camargo Cely
Publicado: (2018)

An extended literature review on in-service EFL teachers’ self-efficacy beliefs
por: Ayşe Nesil DEMİR
Publicado: (2021)

Pre-Service English Teachers’ Voices About the Teaching Practicum
por: Jairo Enrique Castañeda-Trujillo
Publicado: (2018)

Eternal (English, Teaching, Learning & Research Journal)
Publicado: (2018)

High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
por: Julio César Torres-Rocha
Publicado: (2017)

English Language Teaching Educational Journal
Publicado: (2019)

Journal of English Language Teaching and Learning
Publicado: (2026)

Implementation of the 2012 upper secondary school curriculum in Mexico: a 21st-century framework enquiry
por: Jimena Hernández-Fernández
Publicado: (2022)

Job Satisfaction of Secondary School Teachers: Effect of Demographic and Psycho-Social Factors
por: Elena Briones
Publicado: (2010)

An English Syllabus with Emphasis on Chemistry: A Proposal for 10th Graders of a Public School in Colombia
por: Sandra Juanita López Clavijo
Publicado: (2009)

Teachers´ Knowledge of ADHD: Relevance of Training and Individual Perceptions
por: Marian Soroa
Publicado: (2016)

Materials Assessment: A Shared Responsibility among Teachers and Students
por: Claudia Yolanda Becerra
Publicado: (2006)

Study Techniques and Teacher Availability as Predictors of Academic Productivity of Stem Students in Private Schools in Davao City
por: Peria, Angel Paul, et al.
Publicado: (2026)

Early foreign language teaching in Germany: Recent political and curricular developments
por: Hempel, Margit, et al.
Publicado: (2025)

A Post-Positivist and Interpretive Approach to Researching Teachers’ Language Assessment Literacy
por: Frank Giraldo
Publicado: (2020)