@article{2016,title={PRE-SERVICE ELT TEACHERS AND THE CONCEPT OF TEACHERS’ SENSE OF SELF-EFFICACY},abstractNode={The concept of teacher self-efficacy is a multifaceted construct which assumes a principal role in teachers’ personal judgements of their capabilities for accomplishing prescribed tasks. The traces of the development of the self-efficacy concept of teachers’ can be traced in the pre-service education periods and how they evaluated the quality of that education. The present paper concentrates on examining the self-efficacy beliefs of pre-service teachers of English Language teaching. The participants of the study were 34 pre-service teachers studying at the English Language Teaching Department of a large public university in Turkey. For data collection the long form version of “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran & Woolfolk Hoy (2001) and focus group discussion were used. The findings revealed that the pre-service English teachers held high levels of self-efficacy beliefs; further investigations revealed that gender was not an indicator of self-efficacy belief level for male or female teacher candidates. The focus group study has shown that the participants were clearly aware of their existing conditions and were satisfied with most components of the pre-service teacher education program that supported their efficacy beliefs. The prospective teachers also mentioned that the practices implemented and the courses in the program helped them to reshape their former beliefs and thoughts about language learning and teaching. The study concludes with the suggestions for further research to be carried out with pre-service teachers.},author={Umut M. SALİHOĞLU-- Serkan GÜRKAN},year={2016},journal={The Journal of Academic Social Science Studies}}