The Effect of E-Practicum on Developing EFL Student Teachers’ Instructional Performance and E-Teaching Self-Efficacy | ||||
| بحوث فى تدريس اللغات | ||||
| Article 17, Volume 16, Issue 16, July 2021, Page 685-727 PDF (1.61 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ssl.2021.71053.1066 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Mohamed Farrag Ahmed Badawi 
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| October 6 University | ||||
| Abstract | ||||
| Like other countries, the Coronavirus (COVID-19) outbreak has confused education in Egypt. Teacher preparation programs at the Faculties of Education require student teachers to practice teaching practicum in schools, yet it was impossible to go to school because of the shutdown. Accordingly, EFL student teachers were deprived of the actual classroom experience. Instead of face to face practicum, the Faculty of Education at October 6 University adopted e-practicum for the first time. Consequently, the present study attempted to investigate the effectiveness of e-practicum in developing EFL student teachers’ instructional performance and e-teaching self-efficacy. The study utilized the one-group quasi-experimental design with pre-post assessment procedures. The participants were 84 fourth year students majoring in English language at the Faculty of Education, October 6 University, Egypt. To collect the data for this study, an instructional performance observation sheet (IPOS) and a self-efficacy scale (SES) were developed. Results revealed that while e-practicum was ineffective in developing EFL student teachers’ instructional performance, it was effective in developing EFL student teachers’ online teaching self-efficacy. | ||||
| Keywords | ||||
| Keywords: E-practicum; EFL student teachers; instructional performance; e-teaching self-efficacy | ||||
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