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An ecological approach to understanding the agency of novice EFL teachers without initial teacher education background.

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Title: An ecological approach to understanding the agency of novice EFL teachers without initial teacher education background.
Authors: Chen, Zheng1 (AUTHOR) zheng.chen.2@warwick.ac.uk
Source: Language Learning Journal. Jun2026, Vol. 54 Issue 3, p445-458. 14p.
Subject Terms: *Beginning teachers, *English teachers, *Teacher education, *Pedagogical content knowledge, *Self-efficacy in teachers, Ecological models, Professional identity
Abstract: Existing research extensively explores challenges faced by novice teachers with initial teacher education (ITE) backgrounds, whereas those without ITE exposure (non-ITE backgrounds) remain less investigated. Utilising the ecological model of teacher agency, this study examines the affordances and constraints encountered by English as a foreign language (EFL) teachers with non-ITE backgrounds during their first year at 12 Chinese state junior high schools. Thematic analysis of interviews with 21 purposively sampled participants reveals that non-ITE backgrounds pose constraints, such as limited pedagogical knowledge, perceived inadequacy by peers with ITE exposure, and professional identity crises. However, significant affordances were also identified, including broad knowledge bases from diverse academic backgrounds and varied internship experiences, high intrinsic motivation, and robust innovation capabilities. Implications for teacher education programmes and school administration are discussed, highlighting the need for tailored support mechanisms to address the unique challenges and leverage the strengths of teachers without ITE backgrounds. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An ecological approach to understanding the agency of novice EFL teachers without initial teacher education background.
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Zheng%22">Chen, Zheng</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zheng.chen.2@warwick.ac.uk</i>
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  Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+models%22">Ecological models</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink>
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  Label: Abstract
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  Data: Existing research extensively explores challenges faced by novice teachers with initial teacher education (ITE) backgrounds, whereas those without ITE exposure (non-ITE backgrounds) remain less investigated. Utilising the ecological model of teacher agency, this study examines the affordances and constraints encountered by English as a foreign language (EFL) teachers with non-ITE backgrounds during their first year at 12 Chinese state junior high schools. Thematic analysis of interviews with 21 purposively sampled participants reveals that non-ITE backgrounds pose constraints, such as limited pedagogical knowledge, perceived inadequacy by peers with ITE exposure, and professional identity crises. However, significant affordances were also identified, including broad knowledge bases from diverse academic backgrounds and varied internship experiences, high intrinsic motivation, and robust innovation capabilities. Implications for teacher education programmes and school administration are discussed, highlighting the need for tailored support mechanisms to address the unique challenges and leverage the strengths of teachers without ITE backgrounds. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09571736.2024.2421505
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        Text: English
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      – SubjectFull: Beginning teachers
        Type: general
      – SubjectFull: English teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Pedagogical content knowledge
        Type: general
      – SubjectFull: Self-efficacy in teachers
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      – SubjectFull: Ecological models
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              Text: Jun2026
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