DEVELOPMENT OF ACTIVE LEARNING MODEL FOR ENHANCING TEACHER SELF- EFFICACY OF PRE-SERVICE ENGLISH TEACHERS

Abstract

This study aimed 1) to investigate the definition and components of Teacher Self-Efficacy (TSE) of pre-service English teachers, 2) to develop an active learning model for enhancing their TSE, and 3) to evaluate the model’s effectiveness. Forty third-year pre-service English teachers from Liupanshui Normal University participated, assigned via matched-pair random sampling to an Experimental Group (EG, n=20) receiving the Active Learning Model intervention, and a Control Group (CG, n=20) receiving traditional instruction. Data were collected using semi-structured interviews and a TSE Questionnaire, analyzed with descriptive statistics and ANOVA. Key findings revealed: 1) Pre-service English teachers’ TSE consists of three components: Classroom Management, Instructional Strategies, and Student Engagement. 2) The developed 11-session Active Learning Model, each lasting 90 minutes, followed four steps: Lead-in, Activities Applying, Active Assessment, and Wrap-up. 3) The model effectively enhanced pre-service English teachers’ TSE: (1) EG’s average TSE scores significantly increased from pre-test to post-test and follow-up, and (2) EG’s average TSE scores were significantly higher than those of the non-intervened CG’s in both post-test and follow-up assessments.

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