Self-efficacy beliefs in Spanish pre-service teachers. A microteaching case study using immersive virtual reality

Abstract

The sense of self-efficacy among pre-service teachers (PSTs) has garnered increasing attention in research due to its impact on professional development. Effective training methods like microteaching have proven to serve as a catalyst to enhance PSTs’ self-efficacy. This study examines the impact of microteaching on PSTs’ self-efficacy in teaching, using immersive virtual reality (iVR) cameras for video recording. The research explores PSTs’ self-efficacy levels before and after microteaching and their insights post-experience. Using a mixed methods approach, we conducted a quasi-experimental pre-test-post-test setup with the Teacher Self-efficacy Scale (TSES) and qualitative focus groups. The study involved 27 English language PSTs from a Master’s program at the University of Las Palmas de Gran Canaria. Quantitative analysis showed high reliability in the three dimensions of TSES: instructional strategies, classroom management, and student engagement, with significant improvements post-test regarding instructional strategies. Qualitative analysis revealed the importance of these dimensions alongside the innovative use of iVR. Our findings suggest that understanding the interactions affecting self-efficacy can inform the design of effective teacher training programs, enhancing the professional growth and confidence of future educators.

Keywords

• Self-efficacy
• teacher training
• microteaching
• immersive virtual reality
• education