Field experience
(FE) is a key component of pre-service English language teacher education
enabling the early integration of pre-service teachers (PSTs) in real teaching
situations. As a well-researched area, FE is known to increase PSTs’
teaching-efficacy perceptions. Thus, to better understand how it does so in the
Turkish context, this study examines senior PSTs’ (N=145) teaching-efficacy perceptions and the potential sources of
these perceptions in the course of FE. Adopting
a pretest-posttest design supported by semi-structured interviews (N=30), the study showed a significant increase
in the PSTs’ teaching-efficacy perceptions from pre-test to post-test (p<.05). While the interview data indicated
that prior teaching experience, decreased
sense of teaching anxiety, and increased confidence in professional self were
among the major sources of the increase in these perceptions, such sources as untested teaching competencies and critical awareness of teaching and
profession had a negative impact on the PSTs’ efficacy perceptions.
Primary Language | en |
---|---|
Subjects | Social |
Journal Section | Articles |
Authors |
|
Dates |
Publication Date : June 30, 2017 |
Bibtex | @research article { ijcer416759,
journal = {International Journal of Contemporary Educational Research},
issn = {},
eissn = {2148-3868},
address = {},
publisher = {Mustafa AYDIN},
year = {2017},
volume = {4},
pages = {12 - 24},
doi = {},
title = {Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience},
key = {cite},
author = {Çeli̇k, Handan and Zehi̇r Topkaya, Ece}
} |
APA | Çeli̇k, H , Zehi̇r Topkaya, E . (2017). Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience . International Journal of Contemporary Educational Research , 4 (1) , 12-24 . Retrieved from http://ijcer.net/en/pub/issue/36730/416759 |
MLA | Çeli̇k, H , Zehi̇r Topkaya, E . "Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience" . International Journal of Contemporary Educational Research 4 (2017 ): 12-24 <http://ijcer.net/en/pub/issue/36730/416759> |
Chicago | Çeli̇k, H , Zehi̇r Topkaya, E . "Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience". International Journal of Contemporary Educational Research 4 (2017 ): 12-24 |
RIS | TY - JOUR T1 - Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience AU - Handan Çeli̇k , Ece Zehi̇r Topkaya Y1 - 2017 PY - 2017 N1 - DO - T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 12 EP - 24 VL - 4 IS - 1 SN - -2148-3868 M3 - UR - Y2 - 2018 ER - |
EndNote | %0 International Journal of Contemporary Educational Research Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience %A Handan Çeli̇k , Ece Zehi̇r Topkaya %T Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience %D 2017 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 4 %N 1 %R %U |
ISNAD | Çeli̇k, Handan , Zehi̇r Topkaya, Ece . "Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience". International Journal of Contemporary Educational Research 4 / 1 (June 2017): 12-24 . |
AMA | Çeli̇k H , Zehi̇r Topkaya E . Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience. International Journal of Contemporary Educational Research. 2017; 4(1): 12-24. |
Vancouver | Çeli̇k H , Zehi̇r Topkaya E . Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience. International Journal of Contemporary Educational Research. 2017; 4(1): 12-24. |
IEEE | H. Çeli̇k and E. Zehi̇r Topkaya , "Pre-service English teachers’ teaching-efficacy perceptions and their potential sources in field experience", International Journal of Contemporary Educational Research, vol. 4, no. 1, pp. 12-24, Jun. 2017 |