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Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2023 / Cilt: 9 Sayı: 2

The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study

Işıl Günseli KAÇAR
Pages
444–473
Publication Date
2023-10-23
DOI
—
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish pre-service teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year.
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Key Findings & Data:The Turkish version of Teachers’ Sense of Efficacy scale by Capa, et al. (2005) was used to collect the quantitative data.
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Conclusion & Impact:Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions.
🔬Design:Research Article
📍Scope:2021 Verileri
⚙️Variables:online · reflective · practice-based assessment

Abstract

The purpose of this mixed-methods case study is to explore the impact of online reflective practice-based assessment, virtual mentoring and video-mediated self-assessment on the self-efficacy of Turkish pre-service teachers of English as a Foreign Language (EFL) in a practicum course in the 2021/2022 academic year. The Turkish version of Teachers’ Sense of Efficacy scale by Capa, et al. (2005) was used to collect the quantitative data. Paired sample t-test was employed in the quantitative data analysis. Semi-structured interviews, reflection journals, and video-mediated post-teaching self-assessment forms were utilized in the qualitative data collection. Thematic content analysis was used in the qualitative data analysis. Findings indicated while verbal persuasion and enactive mastery experiences were regarded as the main self-efficacy sources for pre-service EFL teachers, affective states were also found influential in their self-efficacy perceptions. The study revealed the favorable impact of virtual mentoring and video-mediated self-assessment on pre-service EFL teachers’ self-efficacy development. Key words: online, reflective, practice-based assessment, self-efficacy, EFL pre-service teacher

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Cite This Article

KAÇAR, I. G. (2023). The Impact of Online Reflective Practice-oriented Assessment on the Self-efficacy of Turkish EFL Pre-service Teachers: A Case Study. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 9 Sayı: 2, 444–473. https://ajindex.com/articles/971439

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References (12)

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