Reflective Practice and Self-Efficacy Beliefs of Pre-Service Teachers: The Complexity of Sudden Onlineness
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| Pubblicato in: | MEXTESOL Journal vol. 49, no. 2 (2025) |
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| 003 | UK-CbPIL | ||
| 035 | |a 3247451677 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1478806 | ||
| 100 | 1 | |a Jonathans, Peggy Magdalena | |
| 245 | 1 | |a Reflective Practice and Self-Efficacy Beliefs of Pre-Service Teachers: The Complexity of Sudden Onlineness | |
| 260 | |b MEXTESOL Journal |c 2025 | ||
| 513 | |a Tests/Questionnaires Report Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Indonesia | |
| 653 | |a Reflective Teaching | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Preservice Teachers | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Faculty Development | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Personality Traits | ||
| 653 | |a Private Colleges | ||
| 653 | |a Microteaching | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Language Teachers | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Code Switching (Language) | ||
| 653 | |a Language Usage | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Practicums | ||
| 653 | |a Teaching Skills | ||
| 700 | 1 | |a Utami Widiati | |
| 700 | 1 | |a Teguh Sulistyo | |
| 773 | 0 | |t MEXTESOL Journal |g vol. 49, no. 2 (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3247451677/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1478806 |