ARTICLE
TITLE

Reflective coaching: Training for development of instructional skills and sense of efficacy of pre-service EFL teachers

SUMMARY

The goal of this study was to inquire the impact of the reflective coaching (RC) on development of pre-service EFL (English as a Foreign Language) teachers’ sense of efficacy and instructional skills. The reflective coaching program utilized in this study was developed and adapted by the researcher in 2016 mainly based on the theoretical views and principles of reflection, self-analysis of strengths and weaknesses and the writing of personal statements, and reflective teaching. The research approach used for this study was both quantitative and qualitative and this study is a single case study based on pre/post-test design. To achieve this goal, eight volunteer male and female (one male and seven female) undergraduate students, aged from 21 to 22, attending B.A. program in ELT, Faculty of Education, Çanakkale Onsekiz Mart University, Turkey participated in the study. For the pre/post-test design of this study, one case study group was formed. The study was conducted between February 11, 2019 and May 17, 2019. During the implementation of the RC program, the researcher also employed an overview of the instructional skills, which represented teaching behaviors desired. Results showed significant differences in favor of the implementation of RC program on development of pre-service EFL (English as a Foreign Language) teachers’ sense of efficacy and instructional skills. The findings are expected to have implications for how reflective coaching can be a means to improve instructional skills and sense of efficacy and recommendations for EFL teachers and curriculum designers will also be made.

 Articles related

Martina Mulyani, Muhammad Handi Gunawan, I Putu Indra Kusuma    

 Teaching practicum is believed to be a program crucial for pre-service teachers to gain their teacher professional identity (TPI). The pre-service teachers (PST) who are able to fit the context and be reflective to cope with challenges in the progr... see more



Multimodal, specialized corpora of academic lectures represent authentic classroom data that practitioners can draw on to design academic listening resources that would help students attend lectures. These corpora can also act as reflective practice corp... see more


Lizette Drusila Flores Delgado,Irlanda Olave Moreno,Ana Cecilia Villarreal Ballesteros    

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the d... see more


Harold M Lesch    

OpsommingDie behoefte aan doeltreffende kommunikasie in ? samelewing, saam met die taalwerklikhede van die openbare domein, noodsaak dat taaldienslewering in ? veeltalige land ? prominente rol speel. Gevolglik word die opleiding van professionele tolke a... see more


Dinçay Köksal,Gülten Genç    

Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) de... see more