The Effects of Microteaching on English T eachers’ Efficacy with Pre-service Elementary School Teachers

Abstract

Purpose: This study aimed to investigate the effects of microteaching on English teachers’ efficacywith pre-service elementary school teachers. Methods: In this study, the participants consisted of 19 pre-service elementary school teachers. Data collection was carried out through the administration of an English teacher efficacy test and the collection of teachers' self-reports. The obtained results underwent analysis employing both quantitative and qualitative approaches. For the quantitative data, paired t-tests were conducted using SPSS, while the qualitative data obtained from self-reports were subjected to qualitative analysis. Results: The study revealed a positive impact of microteaching on the English teacher efficacy of pre-service elementary school teachers. Furthermore, pre-service elementary school teachers reported increased confidence and satisfaction as a result. Conclusion: This study suggests that engaging in the process of preparing for and conducting microteaching can yield a positive impact on the enhancement of English teachers’ efficacy, along with fostering increased confidence and satisfaction. Notably, the positive influence observed during the initial microteaching experience carried over to the subsequent session, highlighting the effectiveness and value of microteaching as an experience to enhance English teachers’ efficacy.