Increasing Self-Efficacy Beliefs among Pre-Service Teachers through the Use of Digital Video Editing

Background: Teacher self-efficacy is defined as the `expressed level of confidence a teacher has in his/her ability to help children learn` (Gurvitch & Metzler, 2009, p. 437). Bandura (1994) claimed that teachers’ actions and their successful (or unsuccessful) outcomes are results of their self-efficacy beliefs.

Aim: This study aims to examine the effect of digital video editing on pre-service teachers (PSTs) self-efficacy levels.

Methods: In this study, two different groups of PSTs enrolled in a teacher education program at a large university in the southeastern United States edited video footage of their own teaching practice. The first group of PSTs edited selective attention preferred pedagogy practices (PPPs) found in footage of their own teaching from the beginning of the semester, and juxtaposed it with selective attention PPPs from the end of the semester into one video vignette. The second group of PSTs only reviewed and edited selective attention PPPs from their teaching practice done at the end of the semester. Following the editing process, all PSTs wrote reflection papers focusing on their own teaching practice.

Results: Using Bandura’s framework of personal self-efficacy, the authors found a noticeable difference in the reflections between groups.

Conclusion: Results of this study suggest that PETE programs consider the practice of pre- and post-video editing in order to help increase PSTs levels of self-efficacy in teaching.