The Effect of E-Practicum on the Development of EFL Instructional Student Teachers Performance and E-Teaching Self-Efficacy

    Aoda Kadhim Abid

    Abstract

    The Coronavirus (COVID-19) outbreak has confused education in Iraq. Teacher preparation programs at the Colleges of Education for Human Sciences 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 College of Education for Human Sciences Thi-Qar University adopted e-practicum for the first time. Consequently, the current study attempted to investigate the Effect of E-Practicum on the Development of EFL Instructional Student Teachers Performance and E-Teaching Self-Efficacy.

    The study utilized the one-group quasi-experimental design with pre-post assessment procedures. The participants were 84 third year students at Department of English language at the Colleges of Education for Human Sciences at Thi-Qar University, Iraq. To collect the data for this study, an instructional performance observation sheet and a self-efficacy scale 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.

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