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Exploring Pre-Service Teachers’ Self-Efficacy: The Impact of Community of Practice and Lesson Study

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Publicat a:Education Sciences vol. 15, no. 10 (2025), p. 1357-1375
Autor principal: Sonsupap Kanyarat
Altres autors: Cojorn Kanyarat, Bovornpot, Choompunuch, Intakanok Chanat, Seesom Chaweewan
Publicat:
MDPI AG
Matèries:
Behavior
Students
Teaching methods
Success
Cognitive style
Professional development
Teacher education
Communities of practice
Confidence
Preservice teachers
Classroom management
Design
Self-efficacy
Learning
Sustainable development
Data collection
Collaborative learning
Qualitative research
Learning Activities
Educational Research
Control Groups
Learning Motivation
Influence of Technology
Active Learning
Educational Methods
Learning Processes
Cognitive Processes
Academic Achievement
Cooperative Learning
Beginning Teachers
Blended Learning
Classroom Techniques
Beliefs
Expectation
Instructional Effectiveness
Evaluative Thinking
Educational Demand
Behavior Problems
Learner Engagement
Learning Objectives
Classroom Environment
Educational Strategies
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Resum:Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101357
Font:Education Database