The Effect of E-Practicum on Developing EFL Student Teachers’ Instructional Performance and E-Teaching Self-Efficacy

Abstract

Teacher preparation programs at the Faculties of Education require student teachers to practice teaching practicum in schools, yet it was impossible to go to school because of the shutdown caused by COVID-19 outbreak. Accordingly, EFL student teachers were deprived of the actual classroom experience. Instead of face to face practicum, the Faculty of Education at October 6 University adopted e-practicum for the first time. Consequently, the aim of this study is to investigate the effect of e-practicum on developing EFL student teachers’ instructional performance and online teaching self-efficacy. The study utilized pre and post one-group design. The participants were 84 male and female fourth year students majoring in English language at the Faculty of Education, October 6 University, Egypt. To collect the data for this study, an instructional performance observation sheet (IPOS) and a self-efficacy scale (SES) were developed. Descriptive statistics and independent sample t-test were used as a means for data analysis. Results revealed that while epracticum was ineffective in developing EFL student teachers’ instructional performance, it was effective in developing their online teaching self-efficacy. Accordingly, e-practicum needs more improvement to meet the required level of EFL student teachers’ instructional performance.