Research on teaching efficacy of pre-service teacher during practice teaching

Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. This study examines the changes in pre-service teachers' teaching self-efficacy during a practice teaching course. A mixed-methods approach was employed, involving pre- and post-course surveys to assess self-efficacy levels and qualitative interviews to capture participants' reflections on their experiences. Qualitative data further underscore the importance of practical experience, peer interactions, and mentor support in enhancing self-efficacy. These results highlight the significance of practice teaching courses in shaping pre-service teachers' confidence and have implications for curriculum design and teacher preparation programs.