Pre- service english teachers´ self-efficacy beliefs in the Context of their practicum.

Abstract

The following Bachelor´s thesis Pre-service English teachers´ Self-efficacy Beliefs in the context or their Practicum: a narrative study was written to contribute to expanding in the literatura within a Mexican context that addresses the four sources of the self-efficacy of Bandura´s theory regarding pre-service teachers. This thesis has three major purpose: to determine the self- efficacy beliefs of pre- service teachers.This thesis has three major purposes: to determine the self-efficacy beliefs of pre-service English teachers enrolled in a BA in English Language Teaching, to identify the sources of pre-service teacher´s self-efficacy beliefs, and yo determine to what extent English language students´ self-efficacy beliefs relate to the sources of self-efficacy. An additional objective is to complement the existing scale, adding four subcales regarding the sources of self-efficacy established by Bandura(1997). The participants were students from Chetumal and Cozumel campo who were doing their practice. For this study corretational quiantitative researh was selected to investigate the relationship between thw variables presented. The method use to collect the data was a survey. The results revealed that most of the pre-servoce English teachers feel capable enough to perform in their practice and be successful. However, some of them have not experiencied failure anda their beliefs may change through the experience gained ata clases. Moreover, it was found a strong correlation between self-efficacy and mastery experience, followed by self-efficacy and physiological and affective states and finally, self-efficacy and verbal persuasión. The vicarious experience was not as outstanding as the other ones since pre-service trachers were doing their practicum online. Consequently, they did not have the opportunity to observe or analyze their patners´and teachers´perfomances. In addition to this, a subscale for online teaching was added to the self- efficacy scale where it was observed that pre-service English trachers feel efficacious regarding the use of digital apps anda platforms for teaching. This result may be related to the fact that per-service English teachers have taken “Educational Technology” where they were able to be more familiarized with the use of some digital tolos and the use of social media for educational purposes. As a final recommendation, the authors of this study encourage other researchers to futher study in a Mexican context as there is not much literatura about pre-service English teachers.