Content area
Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth.
Details
Educational Research;
Control Groups;
Learning Motivation;
Influence of Technology;
Active Learning;
Educational Methods;
Learning Processes;
Cognitive Processes;
Academic Achievement;
Cooperative Learning;
Beginning Teachers;
Blended Learning;
Classroom Techniques;
Communities of Practice;
Beliefs;
Expectation;
Instructional Effectiveness;
Evaluative Thinking;
Educational Demand;
Behavior Problems;
Learner Engagement;
Learning Objectives;
Classroom Environment;
Educational Strategies
; Cojorn Kanyarat 1
; Bovornpot, Choompunuch 2
; Intakanok Chanat 1
; Seesom Chaweewan 3
1 Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Maha Sarakham 44000, Thailand; [email protected] (K.S.); [email protected] (C.I.)
2 Department of Educational Psychology and Guidance, Faculty of Education, Mahasarakham University, Maha Sarakham 44000, Thailand; [email protected]
3 Faculty of Sports and Health Science, Thailand National Sports University, Maha Sarakham 44000, Thailand; [email protected]