PRE-SERVICE EFL TEACHERS’ SELF-EFFICACY BELIEFS, GOAL ORIENTATIONS, AND PARTICIPATIONS IN AN ONLINE LEARNING ENVIRONMENT
Hasan Uçara b, Müjgan Bozkayac d
- aBilecik Seyh Edebali University , Bilecik , Turkey
- bBilecik Seyh Edebali University, Bilecik, Turkey
- cAnadolu University Open Education Faculty, 26470, Eskisehir, Turkey
- dOpen Education Faculty Anadolu University, Eskisehir, Turkey
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Abstract
This study examined the pre-service EFL teachers' self-efficacy beliefs, goal orientations, and participations in an online learning environment.Embedded mixed design was used in the study.In the quantitative part of the study, the participants were 186 senior pre-service EFL teachers and data were collected on two scales and a questionnaire.Qualitative data were collected in form of one-on-one interviews from 2 pre-service EFL teachers, the most representative of the population, to understand the motivation and behaviour variables.The findings of this research revealed that pre-service EFL teachers' self-efficacy believes are high but fragile.However, some of the participants had more than one goal orientation.The mastery and performance oriented pre-service teachers displayed different characteristics of motivation.Moreover, few of the pre-service EFL teachers participate in the online learning environment.Results also showed several positive associations between teachers' goal orientations and self-efficacy beliefs.The results as well as their implications are discussed and suggestions for future research are presented.