ABSTRACT
Despite the importance of teachers’ self-efficacy beliefs and post-observation feedback, limited research has delved into how these beliefs are expressed and negotiated in feedback sessions. This chapter aims to investigate post-observation debriefing as a facilitative space where English language teachers’ self-efficacy beliefs can be observed, negotiated, and reconstructed. Through an empirical study using positioning and thematic analyses of 15 debriefing sessions, we examined how in-service English language teachers at private language schools in Iran express their self-efficacy beliefs sometimes in the face of directive supervision. The findings unravelled how in-service teachers present and negotiate their beliefs, as well as the dynamic interplay between their beliefs and different positionings. They expressed their self-efficacy beliefs about instructional strategies, corrective feedback, and student engagement. The implications derived from this study underscore the need for supervisors to be critically aware and to provide developmental support during post-observation feedback sessions. Additionally, an additional implication is that in-service education for teachers should incorporate a module on the goals of observation and post-observation debriefing, enabling them to be agentive in expressing their self-efficacy beliefs.
