Pre-service teachers’ reflection on their efficacy beliefs in conducting action research

ABSTRACT

This paper attempts to discuss Filipino pre-service teachers’ reflections on their self-efficacy beliefs when they conduct action research as a culminating requirement for their degree. The study traces and identifies patterns to see possible consistencies or inconsistencies of the level of self-competence among the participants, as revealed by their self-reflections. This qualitative research involves 10 participants who were asked to write seven reflective journals each as they went through the various stages of doing action research. Using constant comparison, the researchers arrived at three themes guided by self-efficacy theory. Results reveal that previous performance accomplishments, perceptions toward the people they collaborated with, and their positive and negative emotions toward their various action research experiences are the sources of their self-efficacy beliefs. The results are worthy of being considered in improving the pre-service teaching curriculum, particularly the thesis component to which action research writing is included.

KEYWORDS:

• Action research
• pre-service teachers’ beliefs
• self-efficacy beliefs

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Gina B. Ugalingan

Gina B. Ugalingan is a faculty and PhD student at the Department of English and Applied Linguistics, De La Salle University, Manila. Some of here research interests include teacher identity, teacher education, and linguistics landscapes.

Aileen C. Bautista

Aileen C. Bautista is an Assistant Professor at the Department of English and Applied Linguistics, De La Salle University, Manila. Her current research interests include teacher identity, teacher education, and atypical language learning.

Ma. Joahna Mante-Estacio

Ma. Joahna Mante-Estaci is an Associate Professor at the Department of English and Applied Linguistics, De La Salle University. She researches in the areas of literacy education, teacher education, and educational action research.