Pre-Service Efl Teachers' Professional Self-Concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical Strategies: A Case Study in Turkish Context

Abstract

This study touches upon one of the prominent problems in foreign language teacher education in Turkey: professional self-concept. Among the obstacles in growing competent language teachers and maintaining their quality are their self-perceptions regarding the efficacy of their teaching and their proficiency levels. Besides external factors like educational conditions, pre/in-service training, workplace facilities, teachers self- perceptions regarding their teaching efficacy and ability must be considered to improve teacher competencies. Teachers' beliefs in their efficacy are shown to have a role in their personal growth and professional success. To delve into Turkey millieu in depth, following Eslami (2008), the present study examines pre-service EFL teachers' perceptions of their teaching efficacy regarding their personal capabilities to teach English as a Foreign Language (EFL) and of their English language proficiency levels in Turkish context. For data collection, a modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess perceived efficacy for classroom management, and instructional strategies. In addition, self-reported proficiency and pedagogical strategies scales used by Chacon (2005) were also used. The present study pinpoints that pre-service language teachers should be encouraged and informed through awareness-raising procedures to improve their self-concept, which will in turn enhance their personal and professional growth. (C) 2016 The Authors. Published by Elsevier Ltd.