Abstract
This study was conducted on students enrolled at Institute of
Education and Research (IER), when they were taking their
course on teaching practice. The purpose of the study was
bringing forth the patterns of change in their self-confidence
when they implement their ideal practices (theory based) in
classroom. The participants of the study were twenty-five
students. They were divided in two groups of thirteen and
twelve, placed in two schools. Prospective teachers’ selfconfidence about teaching was measured at five key stages
during eight weeks of practice teaching. The study was based
on repeated measures form same group of respondents to
unravel the changes caused by practice. Data analysis of the
first two phases have revealed significant drop in the selfconfidence, but a gradual increase was observed in subsequent
stages. The findings also highlighted transition from theory to
practice, critical reflection and relation of various background
variables to the change of self-confidence.
Zafar Iqbal, Nasir Mahmood. (2010) Unraveling the Changing Pattern of Prospective Teachers’ SelfConfidence: Transition from Theory of Teaching to Practice, Journal of Behavioural Sciences, Volume 2 0, Issue 2.
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