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.
I would like to thank the EFL pre-service teachers and virtual mentors involved in my research study.
Kaynakça
Alagözlü, N. (2016). Pre-service EFL teachers’ professional self-concept: English teaching efficacy, self-reported English proficiency and pedagogical strategies: A case study in Turkish context. Procedia Social and Behavioral Sciences, 232, 196-200.
Alcı, B., & Yüksel, G. (2012). An examination into self-efficacy, metacognition and academic performance of pre-service ELT students: Prediction and difference. Kalem Uluslararası Eğitim ve İnsan Bilmleri Dergisi, 2(1), 143-165.
Alemdağ, E., & Erdem, M. (2017). Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring & Tutoring: Partnership in Learning, 25(2), 123-150. https://doi.org/10.1080/13611267.2017.1327394
Atay, D. (2007). Teacher research for professional development. ELT Journal, 62 (2), 139–147. https://doi.org/10.1093/elt/ccl053
Aydın, Y. C., & Woolfolk Hoy, A. (2005). What predicts student teacher self-efficacy? Academic Exchange Quarterly, 9(4), 123-127
Baecher, L. (2011). Collaborative video inquiry in MA TESOL coursework: “Working together to improve ourselves”. ELTED, 14, 1-7.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Baylor, A. L. (2011). The design of motivational agents and avatars. Educational Technology Research and Development, 59(2), 291–300. https://doi.org/10.1007/s1423-011-9196-3
Bierema, L. L., & Hill, J. R. (2005). Virtual mentoring and HRD. Advances in Developing Human Resources, 7, 556–568.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education. Assessment in Education, 5, 7-74. http://dx.doi.org/10.1080/0969595980050102
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253. http://dx.doi.org/10.1016/S0742-051X(99)00057-8
Choi, E. & Lee, J., (2018). EFL teachers’ self-efficacy and teaching practices, ELT Journal, 72 (2), 175–186. https:// doi.org/ 10.12973/ejels.2.1.1
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Çankaya, P. (2018). The exploration of the self-efficacy beliefs of English language teachers and student teachers. Journal of Language and Linguistic Studies, 14(3), 12-23.
Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2009. The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30 (137), 74-81.
Çelik, H., & Zehir Topkaya, E. (2017). Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in the field experience. International Journal of Contemporary Educational Research, 4(1), 12-24.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy
policy evidence. Educational Policy Analysis Archives, 8, 1-44. http://dx.doi.org/10.14507/epaa.v8n1.2000
Eröz-Tuğa, B. (2013). Reflective feedback session using video recordings. English Language
Teaching Journal, 67(2), 175-183. https://doi.org/10.1093/elt/ccs081
Farrell, T. (2013). Reflective writing for language teachers. Australian Review of Applied Linguistics, 39(3), 295-297. https://doi.org/10.1075/aral.39.3.06cha
Fernandez, M, L. (2010). Investigating how and what prospective teachers learn through icroteaching lesson study. Teaching and Teacher Education, 26(2), 351-362. https://doi.org/10.1016/j.tate.2009.09.012
Flores, M.A. (2005). Mapping new teacher change: Findings from a two-year study. Teacher Development, 9(3), 89-411.
Galvis, A., & Nemirovsky, R. (2003). Sharing and reflecting on teaching practices using
Videopaper Builder 2. Education & Information Library, 1-2.
https://www.researchgate.net/publication/277749677_Sharing_and_Reflecting_on_Teaching_Practices_by_using_VideoPaper_Builder_2.
Gencer, A.S., & Çakıroglu. J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675. https://doi.org/10.1016/j.tate.2005.09.013
Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487.
Kourieus, S. (2016). Video-mediated microteaching: A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, 41(1), 65-80.
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537- 560.
http://dx.doi.org/10.2307/3588427
Kuter, S. Gazi, Z.A., & Aksal, F.A. (2012). Examination of co-construction of knowledge in videotaped simulated instruction. Educational Technology & Society, 15(1), 174-184.
Löfström, E. & Eisenschmidt, E. (2009). Novice teachers’ perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681-689. https://doi.org/10.1016/j.tate.2008.12.005
Maskit, D. (2013). Pedagogical changes: Initiators, causes, dominant factors: A teacher's view. The International Journal of Pedagogy and Curriculum, 19 (3): 89-107. https://doi.org/10.18848/2327-7963/CGP/v19i03/48903
Orhan, F. (2008). Self-regulation strategies used in a practicum course: A study of motivation and teaching self-efficacy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education, 35, 251-262.
Pajares, F. (2002) Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41 (2), 116-125. https://doi.org/10.1207/s15430421tip4102_8
Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 11(42), 207-224.
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57. https://doi.org/10.14221/ajte.2011v36n12.6
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’perceptions. Educational Psychology, 27, 191-218. https://doi.org/10.1080/01443410601066693
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers' development in the first years of practice. Teaching and Teacher Education, 36, 166-177. https://doi.org/10.1016/j.tate.2013.07.012
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347-360. https://doi.org/10.1177/0022487108322128
Rupp, D., & Becker, E. S., (2021). Situational fluctuations in student teachers’self-efficacy and itsrelation to perceived teaching experiences and cooperating teachers’discourse elements during the teaching practicum. Teaching and Teacher Education, 99, 103252. https://doi.org/10.1016/j.tate.2020.103252
Savas, P. (2012). Use of digital video recording in the preparation stage of pre-service foreign language teachers’ microteachings. International Journal on New Trends in Education and their Implications, 3(3), 107-116.
Schraw, G., Crippen, K.J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139. https://doi.org/10.1007/s11165-005-3917-8
Schwarzer, R., & Warner, L. M. (2014). Perceived self-efficacy and its relationship to resilience. In S. Prince-Embury & D. H. Saklofske (Eds.), The Springer series on human exceptionality: Resilience in children, adolescents, and adults: Translating research into practice (pp. 139-150). Springer.
Segers, M., Gijbels, D., & Thurlings, M. (2008) The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning, Educational Studies, 34,1, 35-44. https://doi.org/10.1080/03055690701785269
Sevimel, A., & Subasi, G. (2018). The factors affecting teacher efficacy perceptions of Turkish pre-service. English language teachers. The Journal of Teaching and Learning, 8(1), 1-17.
Shepperd, C.E, & Hannafin, M.J. (2008). Examining preservice teacher inquiry through video-based , formative assessment e-portfolios. Journal of Computing in Teacher Education, 25(1), 31-37.
Silverman, S. K., & Davis, H. A. (2009). Teacher efficacy. In E. Anderman, & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL), (pp. 915-920). Macmillan Reference.
Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment and Evaluation in Higher Education, 26(6), 625-648.
Smith Risser, H. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25-33.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Toussi, M. T., Boori, A., & Ghanizadeh, A. (2011) The role of EFL teachers’ self regulation in effective teaching, World Journal of Education, 1 (2), 39-48.
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students' self-efficacy in higher education. Educational Research Review, 6(2), 95-108.
https://doi.org/10.1016/j.edurev
Van Dinther, M., Dochy, F., & Segers, M. (2015). The contribution of assessment experiences to student teachers' self-efficacy in competence-based education. Teaching and Teacher Education, 49, 45-55. https://doi.org/10.1016/j.tate.2015.02.013
Voerman, P., Meijer, P, J., Korthagen F.A.J., & Simons, R.J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 1107-1115. https://doi.org/10.1016/j.tate.2015.02.013
Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Wyatt, M. & Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
Yüksel, H.G. (2014). Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy. South African Journal, 34(3), 1-8 https://doi.org/10.15700/201409161104
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308-319). Libraries Unlimited.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Pres
Alagözlü, N. (2016). Pre-service EFL teachers’ professional self-concept: English teaching efficacy, self-reported English proficiency and pedagogical strategies: A case study in Turkish context. Procedia Social and Behavioral Sciences, 232, 196-200.
Alcı, B., & Yüksel, G. (2012). An examination into self-efficacy, metacognition and academic performance of pre-service ELT students: Prediction and difference. Kalem Uluslararası Eğitim ve İnsan Bilmleri Dergisi, 2(1), 143-165.
Alemdağ, E., & Erdem, M. (2017). Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring & Tutoring: Partnership in Learning, 25(2), 123-150. https://doi.org/10.1080/13611267.2017.1327394
Atay, D. (2007). Teacher research for professional development. ELT Journal, 62 (2), 139–147. https://doi.org/10.1093/elt/ccl053
Aydın, Y. C., & Woolfolk Hoy, A. (2005). What predicts student teacher self-efficacy? Academic Exchange Quarterly, 9(4), 123-127
Baecher, L. (2011). Collaborative video inquiry in MA TESOL coursework: “Working together to improve ourselves”. ELTED, 14, 1-7.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Baylor, A. L. (2011). The design of motivational agents and avatars. Educational Technology Research and Development, 59(2), 291–300. https://doi.org/10.1007/s1423-011-9196-3
Bierema, L. L., & Hill, J. R. (2005). Virtual mentoring and HRD. Advances in Developing Human Resources, 7, 556–568.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education. Assessment in Education, 5, 7-74. http://dx.doi.org/10.1080/0969595980050102
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253. http://dx.doi.org/10.1016/S0742-051X(99)00057-8
Choi, E. & Lee, J., (2018). EFL teachers’ self-efficacy and teaching practices, ELT Journal, 72 (2), 175–186. https:// doi.org/ 10.12973/ejels.2.1.1
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Çankaya, P. (2018). The exploration of the self-efficacy beliefs of English language teachers and student teachers. Journal of Language and Linguistic Studies, 14(3), 12-23.
Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2009. The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30 (137), 74-81.
Çelik, H., & Zehir Topkaya, E. (2017). Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in the field experience. International Journal of Contemporary Educational Research, 4(1), 12-24.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy
policy evidence. Educational Policy Analysis Archives, 8, 1-44. http://dx.doi.org/10.14507/epaa.v8n1.2000
Eröz-Tuğa, B. (2013). Reflective feedback session using video recordings. English Language
Teaching Journal, 67(2), 175-183. https://doi.org/10.1093/elt/ccs081
Farrell, T. (2013). Reflective writing for language teachers. Australian Review of Applied Linguistics, 39(3), 295-297. https://doi.org/10.1075/aral.39.3.06cha
Fernandez, M, L. (2010). Investigating how and what prospective teachers learn through icroteaching lesson study. Teaching and Teacher Education, 26(2), 351-362. https://doi.org/10.1016/j.tate.2009.09.012
Flores, M.A. (2005). Mapping new teacher change: Findings from a two-year study. Teacher Development, 9(3), 89-411.
Galvis, A., & Nemirovsky, R. (2003). Sharing and reflecting on teaching practices using
Videopaper Builder 2. Education & Information Library, 1-2.
https://www.researchgate.net/publication/277749677_Sharing_and_Reflecting_on_Teaching_Practices_by_using_VideoPaper_Builder_2.
Gencer, A.S., & Çakıroglu. J. (2007). Turkish pre-service science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675. https://doi.org/10.1016/j.tate.2005.09.013
Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487.
Kourieus, S. (2016). Video-mediated microteaching: A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, 41(1), 65-80.
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537- 560.
http://dx.doi.org/10.2307/3588427
Kuter, S. Gazi, Z.A., & Aksal, F.A. (2012). Examination of co-construction of knowledge in videotaped simulated instruction. Educational Technology & Society, 15(1), 174-184.
Löfström, E. & Eisenschmidt, E. (2009). Novice teachers’ perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681-689. https://doi.org/10.1016/j.tate.2008.12.005
Maskit, D. (2013). Pedagogical changes: Initiators, causes, dominant factors: A teacher's view. The International Journal of Pedagogy and Curriculum, 19 (3): 89-107. https://doi.org/10.18848/2327-7963/CGP/v19i03/48903
Orhan, F. (2008). Self-regulation strategies used in a practicum course: A study of motivation and teaching self-efficacy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education, 35, 251-262.
Pajares, F. (2002) Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41 (2), 116-125. https://doi.org/10.1207/s15430421tip4102_8
Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 11(42), 207-224.
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57. https://doi.org/10.14221/ajte.2011v36n12.6
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’perceptions. Educational Psychology, 27, 191-218. https://doi.org/10.1080/01443410601066693
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers' development in the first years of practice. Teaching and Teacher Education, 36, 166-177. https://doi.org/10.1016/j.tate.2013.07.012
Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347-360. https://doi.org/10.1177/0022487108322128
Rupp, D., & Becker, E. S., (2021). Situational fluctuations in student teachers’self-efficacy and itsrelation to perceived teaching experiences and cooperating teachers’discourse elements during the teaching practicum. Teaching and Teacher Education, 99, 103252. https://doi.org/10.1016/j.tate.2020.103252
Savas, P. (2012). Use of digital video recording in the preparation stage of pre-service foreign language teachers’ microteachings. International Journal on New Trends in Education and their Implications, 3(3), 107-116.
Schraw, G., Crippen, K.J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139. https://doi.org/10.1007/s11165-005-3917-8
Schwarzer, R., & Warner, L. M. (2014). Perceived self-efficacy and its relationship to resilience. In S. Prince-Embury & D. H. Saklofske (Eds.), The Springer series on human exceptionality: Resilience in children, adolescents, and adults: Translating research into practice (pp. 139-150). Springer.
Segers, M., Gijbels, D., & Thurlings, M. (2008) The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning, Educational Studies, 34,1, 35-44. https://doi.org/10.1080/03055690701785269
Sevimel, A., & Subasi, G. (2018). The factors affecting teacher efficacy perceptions of Turkish pre-service. English language teachers. The Journal of Teaching and Learning, 8(1), 1-17.
Shepperd, C.E, & Hannafin, M.J. (2008). Examining preservice teacher inquiry through video-based , formative assessment e-portfolios. Journal of Computing in Teacher Education, 25(1), 31-37.
Silverman, S. K., & Davis, H. A. (2009). Teacher efficacy. In E. Anderman, & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL), (pp. 915-920). Macmillan Reference.
Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment and Evaluation in Higher Education, 26(6), 625-648.
Smith Risser, H. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25-33.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher Efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Toussi, M. T., Boori, A., & Ghanizadeh, A. (2011) The role of EFL teachers’ self regulation in effective teaching, World Journal of Education, 1 (2), 39-48.
Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students' self-efficacy in higher education. Educational Research Review, 6(2), 95-108.
https://doi.org/10.1016/j.edurev
Van Dinther, M., Dochy, F., & Segers, M. (2015). The contribution of assessment experiences to student teachers' self-efficacy in competence-based education. Teaching and Teacher Education, 49, 45-55. https://doi.org/10.1016/j.tate.2015.02.013
Voerman, P., Meijer, P, J., Korthagen F.A.J., & Simons, R.J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 1107-1115. https://doi.org/10.1016/j.tate.2015.02.013
Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Wyatt, M. & Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
Yüksel, H.G. (2014). Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy. South African Journal, 34(3), 1-8 https://doi.org/10.15700/201409161104
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp. 308-319). Libraries Unlimited.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Pres
Kaçar, I. G. (2023). The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study. Dil Eğitimi Ve Araştırmaları Dergisi, 9(2), 444-473. https://doi.org/10.31464/jlere.1350604