Abstract
The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish pre-service teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year. The Turkish version of Teachers’ Sense of Efficacy scale by Capa, et al. (2005) was used to collect the quantitative data. Paired sample t-test was employed in the quantitative data analysis. Semi-structured interviews, reflection journals, and video-mediated post-teaching self-assessment forms were utilized in the qualitative data collection. Thematic content analysis was used in the qualitative data analysis. Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions. The study revealed the favorable impact of virtual mentoring and video-mediated self-assessment on pre-service EFL teachers’ self-efficacy development.
 
 Key words: online, reflective, practice-based assessment, self-efficacy, EFL pre-service teacher
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