The role of providing pre-service English language teachers with expert teaching role behaviours on pre-service teachers' perceptions of role models, teaching self-efficacy beliefs and professional attitudes

The aim of the study is to determine the effect of providing pre-service English language teachers with expert teaching role behaviours on pre-service teachers' perceptions of role models, teaching self-efficacy beliefs and professional attitudes. A mixed research method was used in this study. The study group consisted of 48 pre-service teachers from a state university in a province of the Western Black Sea Region, 4 mentor teachers of the teacher candidates and 8 mentor teachers working in internship schools. The teacher candidates in the experimental group were given training on expert teaching behaviors. The teacher candidates in the control group exhibited their current teaching behaviors. In order to collect data in the study, the Teacher Self-Efficacy Scale, the Teacher Role Perception Scale, the Professional Attitude Scale, observation, reflective diary and interview forms were used. By analyzing the data, although the quantitative findings revealed that the prospective teachers' perception of the expert teacher role model was high, the qualitative findings revealed that they occasionally displayed technician teacher behaviors in practice. The quantitative findings of the study showed that the self-efficacy beliefs of the prospective teachers in the experimental group increased as a result of the expert teacher application, and that there was no significant difference in their professional attitudes. In addition, the qualitative findings indicated that they mostly followed the time in the lesson plan, did not have any problems with discipline, mostly used technology effectively and efficiently, mostly used the classical seating arrangement, and although some pre-service teachers provided a discipline based on love and respect, some provided an authoritarian discipline. It was also revealed that the pre-service teachers mostly did not take individual differences into consideration. In addition, it was found that the pre-service teachers used classical measurement-evaluation methods and wanted to make changes in their lessons if they had to teach the course again.