The dynamic state of pre-service teachers’ self-efficacy: A critical incident study in Thailand

บทความในวารสาร

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Pandee M., Tepsuriwong S., Darasawang P.

ปีที่เผยแพร่ (ค.ศ.): 2020

วารสาร: Issues in Educational Research (0313-7155)

Volume number: 30

Issue number: 4

หน้าแรก: 1442

หน้าสุดท้าย: 1462

จำนวนหน้า: 21

นอก: 0313-7155

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097568732&partnerID=40&md5=4f3571906d7e3d131cdcf8f4871ec1a4

ภาษา: English-Great Britain (EN-GB)

บทคัดย่อ

This research investigated the dynamic state of three Thai EFL pre-service teachers’ selfefficacy through the critical incidents found during the early period of their teaching practicum. The data were collected from the participants’ teaching diaries and through follow up semi-structured interviews. Critical incidents were identified from the diaries and they were used to explore the levels of their teacher self-efficacy as well as to discuss the sociological context based on Bandura’s social cognitive theory. The findings reveal dynamics of the participants’ teacher self-efficacy and the interaction of three influences: (1) behavioural factors; (2) contextual factors; and (3) personal factors. Finally, the interaction of the influences is discussed and the implications for teaching professional development are presented. © 2020, Western Australian Institute for Educational Research Inc.. All rights reserved.

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