Beginning teacher efficacy and the practicum in an EFL context

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Abstract
Over recent decades, there has been compelling evidence describing the powerful effects of teachers’ sense of efficacy on their instructional activities as well as student outcomes. The present study explored the change of efficacy of prospective teachers over the student teaching period and the factors that might contribute to the change. Data collected through the Teachers’ Sense of Efficacy Scale (adapted from Tschannen‐Moran & Woolfolk Hoy, 2001 Tschannen‐Moran, M. and Woolfolk Hoy, A. 2001. Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17: 783–805. [Crossref], [Web of Science ®] [Google Scholar] ) showed that at the end of the practicum the efficacy scores for instructional strategies decreased at a statistically significant level, whereas the classroom management and student engagement efficacy scores increased, the latter being at a significant level. Focus‐group discussions revealed prospective teachers’ awareness of their own teaching competence, their beliefs about teaching and learning, practices of their cooperating teacher, established classroom practices and the practicum school as the factors contributing to their self‐efficacy during the practicum.

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