Influence of Field Experience on Pre-service English Language Teacher Sense of Self-efficacy

Abstract

The present study aimed to investigate whether experience in field experience (FP) influences teacher self-efficacy in the Turkish pre-service teacher education context through sequential explanatory mixed method and time-series design. The study was conducted at an English Language Teaching (ELT) Department at a state university with the participation of 110 students. The group was observed for 3 academic semesters, from the 6th through the 8th with regards to the development of their teacher self-efficacy (TSE) perceptions and the potential relationship between TSE and FP. To generate this process, quantitative data were collected at the end of each semester by means of an adapted version of sense of self efficacy scale. Subsequent to this phase, 10 pre-service teachers with the highest self-efficacy scores and the 10 with the lowest were invited for an interview. The analysis of the quantitative data revealed that pre-service teachers’ sense of self-efficacy has a developmental nature and involvement in TP exerts a direct influence on pre-service ELT teachers’ perceived self-efficacy. The interviewees also highlighted the positive contribution of FP on their self-efficacy perceptions in terms of student engagement, lesson planning and classroom management.

Keywords

• Teaching Practice
• Pre-service teachers
• Sense of Self-efficacy

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