Developing EFL pre-service teachers’ self-efficacy through video-based reflections

Abstract EN

This study aimed to investigate the effect of video-based reflections on the self-efficacy of senior EFL pre-service teachers.

Participants of the study were 10 fourth year English majors at Suez Faculty of Education, general section.

The experiment lasted for three months during the second term of 2015-2016 school year.

During this period, participants were asked to make weekly reflections on their teaching practice depending on the suggested video-based reflective model and write their reflections on their journals.

Two stages of reflections pre-service teachers were asked to do: pre video-watching reflections and post video-watching reflections.

The researcher used Tschannen-Moran and Woolfolk (2001)’s Teacher Self- Efficacy Scale (TSES) (Long form) to measure EFL pre-service teachers’ self efficacy before and after the experiment.

Wilcoxon Signed Ranks Test was used to examine the differences in the participants’ mean scores between the pre and post test of self-efficacy.

It revealed significant differences between the pretest and posttest of Teacher Self- Efficacy Scale in favor of the posttest.

It was concluded that using video-based reflections during teaching practice developed EFL pre-service teachers’ self-efficacy.