Reflective Practice and Self-Efficacy Beliefs of Pre-Service Teachers: The Complexity of Sudden Onlineness
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| Title: | Reflective Practice and Self-Efficacy Beliefs of Pre-Service Teachers: The Complexity of Sudden Onlineness |
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| Language: | English |
| Authors: | Peggy Magdalena Jonathans (ORCID |
| Source: | MEXTESOL Journal. 2025 49(2). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflective Teaching, Self Efficacy, Preservice Teachers, Teacher Education Programs, Student Attitudes, Faculty Development, Teaching Methods, Personality Traits, Private Colleges, Microteaching, English (Second Language), Second Language Instruction, Second Language Learning, Language Teachers, Foreign Countries, Code Switching (Language), Language Usage, Computer Simulation, Practicums, Teaching Skills |
| Geographic Terms: | Indonesia |
| ISSN: | 2395-9908 |
| Abstract: | Pre-service teachers' self-efficacy growth utilizing reflective practice, particularly amidst sudden onlineness, seems not to have been well studied within the Indonesian English as a foreign language context. As in-service teachers need to have some self-efficacy when facing such unprecedented changes, it is essential that reflective practice and self-efficacy be strengthened earlier during pre-service teacher preparation and continued through ongoing professional development. Under intensive supervision, pre-service teachers receive crucial principled teaching foundations designed to help teachers face the possible complexity of responsibilities in-service. This study examines the contribution of critical reflection to the development of pedagogy and personality self-efficacy, while shedding light on the specific areas of improvement to be addressed by the pre-service teachers . The study involved 35 PSTs from a private university enrolled in a micro-teaching course and employed triangulation data collection of reflections and questionnaires concentrating on both efficacies. Interviews were used as verification instruments. The findings indicated that more than 75% pre-service teachers were positioned adequate to high in both efficacies. In the pedagogical dimension, critical reflection encouraged self-efficacy development throughout the implementation of micro-teaching skills, with the use of codeswitching and/or codemixing the instructional language and the integration of technology. The complexity of the practicum shift to an online mode has stimulated pre-service teachers to elaborate an intelligibility-based approach to teaching, leaving the English-only philosophy for accuracy. In the personality dimension, despite the awkward feeling due to sudden onlineness for practicum, the participants attained high self-efficacy from extraversion and conscientiousness. Substantial use of technology and self-confidence were two areas for improvement from both dimensions although they were minor in comparison to the overall self-efficacy. The significance of the findings is discussed in light of teacher training programs and self-efficacy development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478806 |
| Database: | ERIC |
| Abstract: | Pre-service teachers' self-efficacy growth utilizing reflective practice, particularly amidst sudden onlineness, seems not to have been well studied within the Indonesian English as a foreign language context. As in-service teachers need to have some self-efficacy when facing such unprecedented changes, it is essential that reflective practice and self-efficacy be strengthened earlier during pre-service teacher preparation and continued through ongoing professional development. Under intensive supervision, pre-service teachers receive crucial principled teaching foundations designed to help teachers face the possible complexity of responsibilities in-service. This study examines the contribution of critical reflection to the development of pedagogy and personality self-efficacy, while shedding light on the specific areas of improvement to be addressed by the pre-service teachers . The study involved 35 PSTs from a private university enrolled in a micro-teaching course and employed triangulation data collection of reflections and questionnaires concentrating on both efficacies. Interviews were used as verification instruments. The findings indicated that more than 75% pre-service teachers were positioned adequate to high in both efficacies. In the pedagogical dimension, critical reflection encouraged self-efficacy development throughout the implementation of micro-teaching skills, with the use of codeswitching and/or codemixing the instructional language and the integration of technology. The complexity of the practicum shift to an online mode has stimulated pre-service teachers to elaborate an intelligibility-based approach to teaching, leaving the English-only philosophy for accuracy. In the personality dimension, despite the awkward feeling due to sudden onlineness for practicum, the participants attained high self-efficacy from extraversion and conscientiousness. Substantial use of technology and self-confidence were two areas for improvement from both dimensions although they were minor in comparison to the overall self-efficacy. The significance of the findings is discussed in light of teacher training programs and self-efficacy development. |
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| ISSN: | 2395-9908 |
