PRE-SERVICE TEACHERS' SENSE OF SELF-EFFICACY IN THE ONLINE TEACHING PRACTICUM

• Main Author: Vina Fabiola Calista, - (Author)
• Format: Book
• Published: 2021-12-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/70986/1/S_ING_1700265_Title.pdf; http://repository.upi.edu/70986/2/S_ING_1700265_Chapter1.pdf; http://repository.upi.edu/70986/3/S_ING_1700265_Chapter2.pdf; http://repository.upi.edu/70986/4/S_ING_1700265_Chapter3.pdf; http://repository.upi.edu/70986/5/S_ING_1700265_Chapter4.pdf; http://repository.upi.edu/70986/6/S_ING_1700265_Chapter5.pdf; http://repository.upi.edu/70986/7/S_ING_1700265_Appendix.pdf
• Keywords: L Education (General); PE English

Teachers' self-efficacy is most malleable and impressionable during the teaching practicum. This research was conducted to investigate pre-service teachers' self-efficacy in the online teaching practicum, as well as factors that influence it. This study employed an explanatory sequential design of a mixed-method approach, where the qualitative data help explain the quantitative data, with two data collections, including questionnaires and interviews. The data were collected from 51 pre-service teachers majoring in English Education who have done the teaching practicum. However, only six participants were interviewed as representatives from the three self-efficacy levels (high, moderate, and low). The findings revealed that pre-service teachers had a moderate self-efficacy in general, indicating that they were sufficiently confident or efficacious enough in their teaching abilities, with generally a higher sense of self-efficacy in their ability to use technology than in implementing instructional strategies, managing the classroom, and engaging students. Moreover, it was also revealed that pre-service teachers' self-efficacy was influenced by the four influential factors of self-efficacy by Bandura (1997): mastery experiences (teaching and learning experiences), vicarious experiences (the observation of others' teaching), social persuasion (verbal and non-verbal persuasion), and physiological and affective states (personal interest, personality, and emotions).