The present research aimed at improving EFL fourth year student teachers’ teaching self-efficacy through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a pre-post scale of teaching self-efficacy (adopted from Hammam’s final version, 2016) and a reflection form (prepared by the researcher). The research adopted the pre-post experimental/control group design. Results of the research revealed that the experimental group teaching self-efficacy was significantly higher than the control group. Thus, it is recommended to use PBL in improving teaching self-efficacy at the Faculties of Education in Egypt.
A. Aboulfotoh, mohamed. (2020). Promoting Self-Efficacy Beliefs among Faculty of Education EFL Student Teachers through Problem Based Learning. مجلة کلية التربية. بنها, 31(121 ینایر ج١), 54-76. doi: 10.21608/jfeb.2020.121351
MLA
mohamed A. Aboulfotoh. "Promoting Self-Efficacy Beliefs among Faculty of Education EFL Student Teachers through Problem Based Learning", مجلة کلية التربية. بنها, 31, 121 ینایر ج١, 2020, 54-76. doi: 10.21608/jfeb.2020.121351
HARVARD
A. Aboulfotoh, mohamed. (2020). 'Promoting Self-Efficacy Beliefs among Faculty of Education EFL Student Teachers through Problem Based Learning', مجلة کلية التربية. بنها, 31(121 ینایر ج١), pp. 54-76. doi: 10.21608/jfeb.2020.121351
VANCOUVER
A. Aboulfotoh, mohamed. Promoting Self-Efficacy Beliefs among Faculty of Education EFL Student Teachers through Problem Based Learning. مجلة کلية التربية. بنها, 2020; 31(121 ینایر ج١): 54-76. doi: 10.21608/jfeb.2020.121351
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