Pre-service TEFL teachers’ instructional practice and its relation to academic self-concept

Document Type : Research Paper


1 PhD Candidate in Applied Linguistics, Kharazmi University, Iran.

2 Associate Professor of Applied Linguistics, Kharazmi University, Iran.

3 Professor of Applied Linguistics, Kharazmi University, Iran.



Teacher quality and teaching effectiveness as consequences of teacher professional development hinge on teachers’ professional knowledge, professional beliefs and skills which affect instructional practice of teachers and student learning. The present study sets out to probe the relationship between academic self-concept and self-reported instructional practice among pre-service TEFL teachers in Iran. Developed and validated through the Rasch model, two questionnaires were utilized in this study. The results indicated that there is a significant positive relationship between academic self-concept and instructional practice at the general and more differentiated levels. Furthermore, academic self-concept was found to affect teacher candidates’ teaching practices. The obtained findings highlighted the significance of academic self-concept and its inclusion in teacher preparation programs. 


Article Title [فارسی]

تمرین تدریس و رابطه آن با خود پنداره تحصیلی دانشجو معلمان زبان انگلیسی

Authors [فارسی]

  • ابراهیم زنگانی 1
  • محمدنبی کریمی 2
  • محمودرضا عطایی 3
1 دانشجوی دکتری زبانشناسی کاربردی، دانشگاه خوارزمی، ایران.
2 دانشیار زبانشناسی کاربردی، دانشگاه خوارزمی، ایران.
3 استاد زبانشناسی کاربردی، دانشگاه خوارزمی، ایران.
Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold
multidimensionality of academic self-concept: Domain specificity and separation
between competence and affect components. Journal of Educational Psychology, 57, 970-981.
Awad, G. (2007). The role of racial identity, academic self-concept, and self-esteem in the
prediction of academic outcomes for African American students. Journal of Black Psychology, 33, 188-207.
Baghaei, P. (2008). The Rasch model as a construct validation tool. Rasch Measurement Transaction, 22 (1), 1145-1146.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., . . . Tsai, Y. (2010).          
Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133-180.
Baumert, J., & Kunter, M. (2013). The effect of content knowledge and pedagogical content
knowledge on instructional quality and student achievement. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers—Results from the
COACTIV Project (pp. 175-206). New York, NY: Springer.
Bond T. G., & Fox, C.M. (2007). Applying the Rasch model: fundamental measurement in the human sciences. Lawrence Erlbaum.
Braun, E., Gusy, B., Leidner, B., & Hannover, B. (2008). Das Berliner Evaluationsinstrument für selbsteingeschätzte, studentische Kompetenzen (BEvaKomp) [The Berlin Evaluation instrument for self-evaluated student competences]. Diagnostica, 54 (1), 30-42.
Chen, S.-K., Yeh, Y.-C., Hwang, F.-M., & Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences, 23, 172–178.
Craven, R. G., & Yeung, A. S. (2008). Why self-concept matters for teacher education:Examples from performance, mathematics and reading, and aboriginal studies research: Paper presented at the Australian Association for Research in Education conference, Brisbane.
Depaepe, F., & Konig, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190.
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers’ self-efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62-72.
Eccles, J. S., (2005). Influences of parents’ education on their children’s educational attainments: the role of parent and child perceptions. London Review of Education, 3, 191-204.
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
Gitomer, D., & Bell, C. (2016). Handbook of research on teaching. Washington, DC: AERA.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and achievement: Developmental perspective on their causal ordering. Journal of Educational Psychology, 95, 124-136.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Dicke, T. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction, 49, 81-91.
Harter , S. ( 2012 ). The construction of the self: developmental and sociocultural foundations. (2nd ed.) London, UK : Guilford Press .
Harter, S. (1999). He construction of the self: A developmental perspective. New York: Guilford Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development program. Higher Education, 42 (2), 143-169.
Konig, J., & Pflanzl, B. (2016). Is teacher knowledge associated with performance? On the relationship between teachers' general pedagogical knowledge and instructional quality. European Journal of Teacher Education, 39, 419-436.
Linacre, J. M. (2009a). A user’s guide to WINSTEPS. Chicago, IL: Winsteps.
Linacre, J. M. (2012). A user’s guide to Winsteps.
Lips, H. M. (2004). The Gender Gap in Possible Selves: Divergence of Academic Self-Views Among High School and University Students. Sex Roles, 50, (5/6), 357-371.
Liu, W. C., & Wang, C. K. J. (2005). Academic Self-Concept: A Cross-Sectional Study of Grade and Gender Differences in a Singapore Secondary School. Asia Pacific Education Review, 6 (1), 20-27.
Lohbeck, A., Hagenauer, G., & Frenzel, A. C. (2018). Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education, 70, 111-120.
Marsh, H. W. (2006). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Unpublished manuscript, British Psychology Society, 25th Vernon- Wall lecture.
Marsh, H. W., Ellis, L., & Craven, R. G. (2002). How do pre-school children feel about themselves? Unravelling measurement and multidimensional self-concept structure. Developmental Psychology, 38, 376-393.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.
Matovu, M. (2012). Academic Self-Concept and Academic Achievement among University Students. International Online Journal of Educational Sciences, 4(1), 107-116.
Mercer, S. (2011). Towards an understanding of language learner self-concept. Dordrecht: Springer.
Paulick, I., Großschedl, J., Harms, U., & Moller, J. (2016). Pre-service teachers' professional knowledge and its relation to academic self-concept. Journal of Teacher Education, 67, 173-182.
Praetorius, A.-K., Lenske, G., & Helmke, A. (2012). Observer ratings of instructional quality: Do they fulfill what they promise? Learning and Instruction, 22, 387- 400.
Skaalvik, S. & Skaalvik E. M. (2005). Self-concept, motivational orientation, and help seeking behavior in mathematics: A study of adults returning to high school. Social Psychology of Education, 8, 285-302.
Snoek, M. (2010). Theories on and concepts of professionalism of teachers and their consequences for the curriculum in teacher education. Hogeschool van Amsterdam, The Netherlands.
Trigwell, K., Prosser, M. & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological knowledge: Test construction and validation. Journal of  Educational Psychology, 103 (4), 952-969.
Wang, G.J. (2000). Exploring the relationship between teaching beliefs and teaching practices of  teachers. Educational Research & Information, 8 (2), 84-98.
Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers’ self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42 (3), 305-320.
Yılmaz, C. (2018). Investigating pre-service EFL teachers’ self-concepts within the framework of teaching practicum in Turkish context. English Language Teaching, 11 (2), 156-163.