Efficacious pre-service teachers would not be afraid of facing unexpected challenges. Autonomous motivation helps to deal with these challenges. One of the reality challenges in the process of professional practice is when they have teaching practicum. They will find the gap between what they have learnt and what they face in the real teaching context. In order to bridge the gap, pre-service teachers need to do reflection. The aim of this quantitative study was to investigate the relationships of self-efficacy and autonomous motivation toward pre-service teachers’ reflection in teaching practicum in Mulawarman University. The independent variables were self-efficacy and autonomous motivation, while reflection was the dependent variable. The data were collected from 119 undergraduate students who joined teaching practicum (PPL) of English Department in 2019/2020 academic year, Mulawarman University.
In this study, English Language Teacher Reflective Inventory (ELTRI), Teacher Self-Efficacy Scale (TSES) and Autonomous motivation scale that had been tried-out to 20 students of English Department, were administered to pre-service teachers in the final PPL process on either paper-based or online-based (Google form). For all three questionnaires, the participants had 20 minutes to complete. Clarification was given to the participants for unclear questions/ statements in the questionnaires.
The path analytic approach was utilized to examine the relationship between self-efficacy and reflection; and autonomous motivation and reflection. The multiple regression analysis was utilized to examine the power of self-efficacy and autonomous motivation features in predicting reflection. The result showed that there was statistically significant relationship between self-efficacy and reflection, p= 0.000. Furthermore, it was found that there was statistically significant relationship between autonomous motivation and reflection, p=0.0002. The multiple regression analysis results showed that efficacy for instructional strategies and classroom management strongly predict the pre-service teachers’ reflection, and intrinsic motivation strongly predict the pre-service teachers’ reflection.