Abstract
This longitudinal study aimed to trace changes in Turkish pre-service English as a foreign language teachers’ self-efficacy over a year, and to detect possible sources of information influencing their efficacy. Utilizing concurrent mixed model design of Creswell (2003) both qualitative and quantitative data was collected. A total of 40 pre-service teachers participated in the study. Findings indicated that pre-service English language teachers’ efficacy changed significantly over time. We also found that pre-service teachers seem to depend more on enactive mastery experience and social persuasion than on vicarious experience and affective state as sources of information. Based on our findings, measures are suggested on how to support pre-service teachers to improve their sense of efficacy. Implications for research on teaching and teacher education are discussed. Keywords : pre-service teachers; school observation; sources of teacher efficacy; student teaching; teachers’ sense of efficacy
Highlights
In the 21st century, knowledge has become the highest value commodity worldwide
Following Fives (2003), we conclude that teachers’ sense of efficacy (TSE) beliefs of pre-service teachers are not stable and change at certain stages of teacher education
The decrease measured in efficacy level during school observation, supports the claim by Bandura (1997) that self-efficacy is sensitive to vicarious experience where people are inexperienced
Summary
In the 21st century, knowledge has become the highest value commodity worldwide Recognizing this reality, many countries have developed strategies to “carefully plan appropriate investments in human capital” (Kefela, 2010:68) to improve their competitiveness. Developing countries, such as Brazil, China, Poland, Turkey and South Africa, initiated certain education reforms in order to become active players and to sustain their economic growth. While literature refers a wide range of knowledge, skills, personal characteristics and dispositions as effective teacher qualities, Bandura (1997) asserts that teachers’ beliefs in their abilities to instruct students and influence student performance are the most important indicators of instructional effectiveness One such belief effective on student outcomes and instructional practices is teacher efficacy (Chacón, 2005)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
