Possible selves and self-efficacy related emotions: a case study on pre-service efl teachers' practicum experiences

This research focuses on exploring the self-efficacy related emotions and the development of professional identity among pre-service EFL teachers through the lens of possible selves theory. The interaction between self-efficacy related emotions and teacher professional identity is also examined. The study involved 61 pre-service EFL teachers at a state-run university in the Western Black Sea region of Turkey. Data were collected using a variety of qualitative tools such as focus group interviews, reflective journals, surveys on self-efficacy related emotions and possible selves, as well as field notes. Additionally, quantitative tools were employed, including the Teacher's Sense of Efficacy Scale (Short Version) and the New Teacher Possible Selves Questionnaire. The qualitative data underwent content and thematic analysis to identify underlying themes and patterns, while the quantitative data were subjected to descriptive statistical analysis, paired samples t-tests, and Wilcoxon signed-rank tests to quantify relationships and differences within the data. These analyses provided a comprehensive understanding of how these future educators perceive their capabilities and envisage their professional futures, offering insights into the dynamics between their emotional responses to teaching and their evolving professional identities. The study results suggest that pre-service EFL teachers' self-efficacy related emotions, teacher professional identity, and the reciprocal interaction between them should be taken into account for successful teacher education process and professional growth of PTs. The current study also addressed several theoretical and practical implications for EFL teacher education.