The effects of teaching experience on the teacher efficacy of pre-service English language teachers

Abstract

This study investigates the impact of the 2022 Pre-service teachers' tutoring program on the self-efficacy of pre-service English language teachers. Online surveys, teacher logs, and interview results were analyzed to examine the changes in teacher efficacy. Online surveys based on Kwon's (2017) teaching efficacy scale were conducted before and after the tutoring program. The teaching efficacy scale consisted of the following constructs: motivational strategy, practice and feedback, material development and utilization, explanation and questioning, and encouragement of self-directed learning. In addition, follow-up interviews were conducted with each teacher and transcribed. A deductive coding scheme was developed based on the teaching efficacy constructs, and the interview transcripts were repeatedly read and coded according to the scheme. The results indicated that teaching experience improved the efficacy of pre-service English language teachers. Teacher efficacy improved when teachers enhanced their learners' motivation and achievement using appropriate teaching strategies and learning materials. Enactive experiences were the most influential factor in teacher efficacy. On the contrary, teacher efficacy decreased because of the difficulty in communicating with students and providing feedback in speaking activities. This result implies that it is important to learn how pre-service teachers can increase learners’ motivation and their self-efficacy by practicing it through teaching practice.