近四十年来，国内外学者从不同的视角和理论取向对教学效能感的内涵、影响因素及 其作用进行了深入的研究。在国内，俞国良和罗晓路（2000）都将不同学科的研究对象融 合在一起对教学效能感进行研究，具体到英语学科的教学效能感研究还有待于进一步深入。 因此，为了研究教育实习对职前英语教师教学效能感产生的影响及影响因素，本研究采用 混合研究方法，选取 20 名英语专业大学四年级的学生以及 51 名学科教学（英语）专业的专业硕士二年级学生作为研究对象，研究对象都来自中国某所重点师范大学。本研究数据收集的手段包括问卷、半结构化访谈和教学反思。其中，问卷的前后测时间为实习开始前的一周和所有研究对象实习结束后的一周。教学反思和半结构化访谈的数据收集时间为所有研究对象实习结束后的一周。量化数据部分，采取了 SPSS26.0 对问卷前后测的数据进行 独立样本 T 检验。质性数据部分，采用类属分析（Carney, 1990)对数据进行编码。 研究的主要结果如下：（1）硕士职前英语教师群体的后测分数显著高于前测分数 （P<0.05)，教育实习对硕士职前英语教师的教学效能感具有促进作用。（2）本科生职前英语教师前后测得分的差异无统计学意义（P＞0.05），其原因可能是本科生职前英语教 师在实习前缺乏系统的专业培训、实习前缺乏教学经验、未来就业或深造方向不明确以及 实习时长有限，不足以使其教学效能感发生显著变化。（3）职前英语教学效能感的影响 因素是多样的、复杂的。综合被访者的观点，最为重要的影响因素是：学生反馈、课堂管理、课堂准备及专业素养。 本研究基于英语学科对职前教师的教学效能感进行深入探究，能够丰富英语教师教学效能感的理论研究。此外，本研究对教育实习影响职前英语教师教学效能感的因素进行深入分析并在此基础上，对开展实习活动提供了启示与建议，有助于师范院校更加高效地开展教育实习。

In the past 40 years, scholars from different countries have conducted in-depth research on the connotation, influencing factors and effects of teachers’ self efficacy from different perspectives and theoretical orientations. In China, Yu Guoliang and Luo Xiaolu (2000) have studied teachers’ self efficacy by integrating teachers from various subjects, while research investigating teachers’ self efficacy specific to a subject like English needs to be deepened. Therefore, with the purpose of exploring the effects of teaching practicum on pre-service English teachers’ formation of self-efficacy, this study employs a mixed-methods approach to conduct the research and selects 20 fourth-year undergraduates majoring in English and 51 second-year postgraduates majoring in English language teaching as the research subjects. All research subjects come from the same key normal university in China. Data were collected by means of questionnaires, semi-structured interviews and teaching reflection. The questionnaire data were collected one week before and after the teaching practicum and independent samples t-test were carried out via SPSS26.0. Teaching reflection and semi-structured interview were conducted one week after the teaching practicum. Generic analysis was used (Carney, 1990) to encode the data collected in the semi-structured interviews and teaching reflection. The results are as follows: (1) The post-test scores of pre-service English teachers of postgraduate students were significantly higher than the pre-test scores (P<0.05). Therefore, practicum can promote self efficacy of pre-service English teachers of postgraduate students. (2) In terms of the scores of pre-service English teachers of undergraduate students, there was no significant difference in statistics (P > 0.05), which may be attributed to the lack of systematic professional training, lack of teaching experience before practice, unclear future working plan or further study direction, and limited internship duration. (3) The influencing factors of pre-service English teachers’self efficacy are various and complicated. From the perspective of interviewees, the most important factors were: student feedback, classroom management, classroom preparation and professionalism. Based on the English subject, this study conducted an in-depth exploration of self efficacy of pre-service English teachers, which can enrich the theoretical research on the teaching efficacy of English teachers. In addition, this study conducted a detailed analysis of the factors affecting the teaching efficacy of pre-service English teachers through teaching practicum. Based on the influential factors, this study provides enlightenment and suggestions for normal universities to carry out more efficient teaching practice.