Beginning teacher efficacy and the practicum in an EFL context

Abstract

Over recent decades, there has been compelling evidence describing the powerful effects of teachers’ sense of efficacy on their instructional activities as well as student outcomes. The present study explored the change of efficacy of prospective teachers over the student teaching period and the factors that might contribute to the change. Data collected through the Teachers’ Sense of Efficacy Scale (adapted from Tschannen‐Moran & Woolfolk Hoy, 2001) showed that at the end of the practicum the efficacy scores for instructional strategies decreased at a statistically significant level, whereas the classroom management and student engagement efficacy scores increased, the latter being at a significant level. Focus‐group discussions revealed prospective teachers’ awareness of their own teaching competence, their beliefs about teaching and learning, practices of their cooperating teacher, established classroom practices and the practicum school as the factors contributing to their self‐efficacy during the practicum.

Keywords:

• Pre‐Service Teacher Education
• Prospective Teachers
• Self‐Efficacy

Notes

1. In this study the following terms are used interchangeably: prospective teachers/pre‐service teachers; practicum/student teaching period.

2. Micro teaching refers to a student teacher's teaching for 10–15 minutes, whereas in macro teaching they teach for an hour.