Emotions and Sense of Self-Efficacy of Pre-Service English Teachers

The aim of this study was to explore changes in the emotional states and sense of self-efficacy of trainee English teachers in their teaching internship, establish the relationship between these two constructs, and determine the trigger of these emotional states. A qualitative exploratory design was...

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Autore principale:	Reyes-Cruz, Maria del Rosario
Natura:	Online
Lingua:	spa
Pubblicazione:	Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Accesso online:	https://redie.uabc.mx/redie/article/view/2686
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id	redie-article-2686
record_format	ojs
spelling	redie-article-26862024-05-08T20:34:59Z Emotions and Sense of Self-Efficacy of Pre-Service English Teachers Emociones y sentido de autoeficacia de los futuros profesores de inglés Reyes-Cruz, Maria del Rosario Emotions language teaching self-efficacy teaching practice Afectividad eficacia del docente enseñanza de idiomas práctica pedagógica. The aim of this study was to explore changes in the emotional states and sense of self-efficacy of trainee English teachers in their teaching internship, establish the relationship between these two constructs, and determine the trigger of these emotional states. A qualitative exploratory design was employed to conduct the study, which involved ten pre-service English teachers. The findings indicate that all student teachers experienced negative emotional states at the beginning of their internship, which were triggered by the fact they were giving classes. Their sense of self-efficacy was initially low, but gradually increased over the course of their intership. Their emotions also shifted from negative to positive over the same period. Negative emotions appear to produce a low sense of self-efficacy in the way positive ones lead to a high sense of self-efficacy. El objetivo de este trabajo fue comprender los estados emocionales que experimentan los profesores de inglés en formación a largo de sus prácticas docentes así como sus fuentes de activación; de igual manera se determinó el sentido de autoeficacia docente de los mencionados practicantes y la influencia que en él ejercen sus emociones. Se utilizó un diseño cualitativo exploratorio. Los participantes fueron 10 profesores de inglés en formación. Los hallazgos indican que todos los practicantes experimentaron estados emocionales negativos al inicio de las prácticas y que la activación provenía del hecho de impartir clases. Las creencias de autoeficacia inicialmente eran bajas y aumentaron paulatinamente a lo largo de las prácticas. Las emociones también evolucionaron de negativas a positivas en ese lapso. Las emociones negativas parecen generar creencias de autoeficacia bajas del mismo modo que las positivas generan creencias de autoeficacia altas. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-10-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/2686 10.24320/redie.2020.22.e25.2686 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 14 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 14 1607-4041 spa https://redie.uabc.mx/redie/article/view/2686/2040 https://redie.uabc.mx/redie/article/view/2686/2042 https://redie.uabc.mx/redie/article/view/2686/2061 Derechos de autor 2020 Maria del Rosario Reyes-Cruz https://creativecommons.org/licenses/by-nc/4.0
institution	REDIE
collection	OJS
language	spa
format	Online
author	Reyes-Cruz, Maria del Rosario
spellingShingle	Reyes-Cruz, Maria del Rosario Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
author_facet	Reyes-Cruz, Maria del Rosario
author_sort	Reyes-Cruz, Maria del Rosario
title	Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
title_short	Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
title_full	Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
title_fullStr	Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
title_full_unstemmed	Emotions and Sense of Self-Efficacy of Pre-Service English Teachers
title_sort	emotions and sense of self-efficacy of pre-service english teachers
description	The aim of this study was to explore changes in the emotional states and sense of self-efficacy of trainee English teachers in their teaching internship, establish the relationship between these two constructs, and determine the trigger of these emotional states. A qualitative exploratory design was employed to conduct the study, which involved ten pre-service English teachers. The findings indicate that all student teachers experienced negative emotional states at the beginning of their internship, which were triggered by the fact they were giving classes. Their sense of self-efficacy was initially low, but gradually increased over the course of their intership. Their emotions also shifted from negative to positive over the same period. Negative emotions appear to produce a low sense of self-efficacy in the way positive ones lead to a high sense of self-efficacy.
publisher	Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate	2020
url	https://redie.uabc.mx/redie/article/view/2686
_version_	1798984259595141120

Emotions and Sense of Self-Efficacy of Pre-Service English Teachers

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