A Case Study of the Impacts of Teaching Practicum on the Self-Efficacy among Pre-service English Teachers

Abstract

Teachers’ self-efficacy refers to the subjective evaluation and cognition of teachers on whether they can successfully achieve their teaching aims in specific teaching situations, including effectively complete teaching tasks, and promote the improvement of students’ learning compacity as well as their adherence to teaching beliefs. Teachers with elevated sense of self-efficacy are more likely to be conscientious about their students’ education. Teaching practicum is a crucial part of pre-service English teacher education, which is also deemed to be helpful in improving pre-service teachers’ eligibility to be qualified teachers. For pre-service English teachers, their teaching practicum experience is very vital to form and impact their self-efficacy. The past studies mainly focused on the effects of in-service teachers’ self-efficacy on language levels and teaching ability, this study takes pre-service English teachers as the research participants, through the ways of questionnaire and interview to collect the data and tries to figure out how to improve pre-service English teachers’ self-efficacy during the teaching practicum.