The prospective English language teacher's reflections of self efficacy

Abstract

According to research based on teacher efficacy, experiences during student teaching influence the development of teacher efficacy mastery and that the student teacher's mentor and cooperating teachers' role in their supervision also have a significant role in the development of their efficacy. The present study assessed teacher self-efficacy beliefs and the influences of the mentors and participating classroom teachers on their self efficacy among 67 undergraduate students in the final year of education in an English language teaching department at a faculty of education in Turkey. The study addressed the following two questions: 1-Do the students feel that they are prepared to enter the teaching workforce in terms of efficacy? And 2-What are the major mentor feedback factors influencing and hindering the students' sense of self efficacy? These overarching questions framed the present research and provided an insight into the student teachers reflections of their teacher self-efficacy and the importance of their mentors and cooperating teachers role of feedback in the development of their efficacy.