شبكة المعلومات العربية التربوية

The present research aimed at improving EFL fourth-year student teachers’ teaching self-efficacy through Problem Based Learning (PBL). Participants of the research were selected from the fourth-year student teachers at Faculty of Education, Benha University, in the academic year 2018-2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a prepost scale of teaching self-efficacy (adopted from Hammam’s final version, 2016) and a reflection form (prepared by the researcher). The research adopted the pre-post experimental/ control group design. Results of the research revealed that the experimental group teaching self-efficacy was significantly higher than the control group. Thus, it is recommended to use PBL in improving teaching self-efficacy at the faculties of education in Egypt. (Published abstract)