Promoting self-efficacy beliefs among faculty of education EFL student teachers through problem based learning

Abstract EN

The present research aimed at improving EFL fourth year student teachers’ teaching self-efficacy through Problem Based Learning (PBL).

Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019.

They were randomly assigned into two groups: experimental (n=30) and control (n=30).

The instruments of the research were a prepost scale of teaching self-efficacy (adopted from Hammam’s final version, 2016) and a reflection form (prepared by the researcher).

The research adopted the pre-post experimental/control group design.

Results of the research revealed that the experimental group teaching selfefficacy was significantly higher than the control group.

Thus, it is recommended to use PBL in improving teaching self-efficacy at the Faculties of Education in Egypt.