Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching

Abstract

Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to assist in the development of 21st-century skills in learners. Keeping this fact into consideration, this study aims to explore the self-efficacy beliefs of pre-service teachers regarding online teaching. The technological pedagogical content knowledge framework was employed to understand and describe the self-efficacy beliefs of teachers for effective pedagogical practice in a technology-enhanced learning environment. Through the use of phenomenological case study design, this research investigates the self-efficacy level, understanding, and expectations of future teachers regarding effective online teaching. Koehler and Mishra’s TPACK framework and Bandura’s self-efficacy theory were used as the conceptual underpinnings of semi-structured interviews conducted with five pre-service teachers enrolled in a teacher education program. The study found a high level of self-efficacy perceived by pre-service teachers. Also, pre-service teachers were confident in using the TPACK framework for online teaching. The study suggests the use of technology-based materials in the courses of teacher education related to technology integration for enhancing self-efficacy beliefs of pre-service teachers regarding online teaching.