The dynamic state of pre-service teachers' self-efficacy: A critical incident study in Thailand
Manthana Pandee, Saowaluck Tepsuriwong and Pornapit Darasawang
King Mongkut's University of Technology Thonburi, Thailand
This research investigated the dynamic state of three Thai EFL pre-service teachers' self-efficacy 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.
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|Authors: Manthana Pandee is presently a PhD candidate in Applied Linguistics at King Mongkut's University of Technology Thonburi, Bangkok, Thailand. Her research interests are English language teaching skills, teacher education and teacher development.|
Saowaluck Tepsuriwong works as an assistant professor in Applied Linguistics at King Mongkut's University of Technology, Thonburi, Bangkok, Thailand. Her main research interests focus on pedagogy, learning innovation, and teacher training and development.
Pornapit Darasawang is an associate professor in Applied Linguistics at King Mongkut's University of Technology, Thonburi, Bangkok. Her research interests are learner autonomy, self-access learning and language policy.
Please cite as: Pandee, M., Tepsuriwong, S. & Darasawang, P. (2020). The dynamic state of pre-service teachers' self-efficacy: A critical incident study in Thailand. Issues in Educational Research, 30(4), 1442-1462. http://www.iier.org.au/iier30/pandee.pdf