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The purpose of this chapter is to summarize the logistics of and review the findings of an exploratory study designed to collect and analyze information about pre-service English to Speakers of Other Languages (ESOL) teachers’ views regarding the pertinence of a language methodology course to their developing perspectives on their professional agency as teachers. The chapter begins with an overview of the concept of teacher agency more generally and moves to an examination of various frameworks for exploring teacher agency. Next, the components of the course are described along with the data collection (the Teacher Ecological Agency (TEA) questionnaire; Ghamoushi et al., Asia 12:37, 2022) and data analysis (descriptive statistics) procedures of the study. Findings suggest that participants appeared to view agency from a future perspective in more aspirational terms and seemed to not necessarily be aware of or understand the relevance of either their past histories or their present conditions on their professional autonomy. The chapter also furnishes information about potential implications of the study for both educators and researchers.

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Understanding the Development of Pre-Service ESOL Teachers’ Sense of Agency in a TESOL Methodology Course

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  • 发表日期：

    2026年

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  • Brian Hibbs

摘要

The purpose of this chapter is to summarize the logistics of and review the findings of an exploratory study designed to collect and analyze information about pre-service English to Speakers of Other Languages (ESOL) teachers’ views regarding the pertinence of a language methodology course to their developing perspectives on their professional agency as teachers. The chapter begins with an overview of the concept of teacher agency more generally and moves to an examination of various frameworks for exploring teacher agency. Next, the components of the course are described along with the data collection (the Teacher Ecological Agency (TEA) questionnaire; Ghamoushi et al., Asia 12:37, 2022) and data analysis (descriptive statistics) procedures of the study. Findings suggest that participants appeared to view agency from a future perspective in more aspirational terms and seemed to not necessarily be aware of or understand the relevance of either their past histories or their present conditions on their professional autonomy. The chapter also furnishes information about potential implications of the study for both educators and researchers.