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ERIC Number: EJ1136416
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0256-0100
The Effect of Self Reflections through Electronic Journals (E-Journals) on the Self Efficacy of Pre-Service Teachers
Tavýl, Zekiye Müge
South African Journal of Education, v34 n1 Article 858 2014
This study aims both to provide information about the self-reflections of pre-service teachers keeping self-reflective e-journals during the practicum period and to determine the relationship between their self-reflection and self-efficacy levels. Both quantitative and qualitative data were analysed in integration to gain deeper insight into the study. To accommodate the quantitative data, the English for foreign language (EFL) Teacher Efficacy Scale was administered to 40 pre-service English language teachers (ELT), both before and after the practicum period, to measure the differences in their self-efficacy levels. The qualitative data were examined to reveal the most frequently recurring problems among the e-journals and how the data overlapped with the statistical analysis. The results revealed that incorporating reflective e-journals into the field-based experience process helped pre-service teachers become active decision-makers, contributors and efficient, confident teachers.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Identifiers - Assessments and Surveys: Teacher Efficacy Scale