ABSTRACT
The chapter addresses a perceived gap in research on pre-service language teachers’ self-efficacy (PLTSE) beliefs, where connections between changes in PLTSE beliefs, sources of belief information, and reflection have received insufficient attention. It presents a case study whose aim was to explore the formation of a prospective language teacher's self-efficacy beliefs during her practicum. Data collection instruments included observation schedules, lesson plans, semi-structured interviews, and analyses of assignments and self-assessments. The findings revealed that the dominant PLTSE beliefs and doubts were domain-specific. Although differing in their degree, they always involved high outcome expectations of particular teaching tasks which had been integrated, through reflection on language pedagogy materials and vicarious and interactive experiences, into the pre-service teacher's professional knowledge. The results confirmed the role of reflection for overcoming PLTSE doubts and achieving a degree of fit between high PLTSE beliefs and professional knowledge. The study bears pedagogical implications for teacher preparation programmes and the mentorship of prospective teachers in establishing conditions for the development of solid professional knowledge and the cultivation of reflective skills as a base for coping with challenges in language teaching and enhancing PLTSE beliefs.
