Abstract:
This article examines the level of perceived self-efficacy and pedagogical
challenges faced by pre-service Indonesian teachers of English as a Foreign
Language (EFL) during their international teaching practice in Thai
classrooms. Based on Bandura's self-efficacy theory and grounded in a
sociocultural perspective, this study employs a qualitative case study design.
Data were collected through an online questionnaire consisting of Likert
scale questions and open-ended questions, and analyzed using thematic
analysis supported by descriptive interpretation of response patterns. The
results showed that participants generally demonstrated moderate to high
levels of self-confidence in classroom management, teaching strategies, and
student engagement. Despite facing challenges such as language barriers,
cultural differences, and teaching adjustments, participants developed
adaptive strategies that strengthened their professional self-confidence. This
study concludes that self-confidence in a cross-cultural context is socially
constructed through experiential learning and intercultural interactions,
highlighting the importance of integrating structured international practice
programs into teacher education curricula.
