教师的自我效能感指的是教师对其管理课堂、融入学生和完成指定教学任务能力的判断。实习教师作为教育行业的预备力量，其教师自我效能感与他们对工作的投入、奉献与专注程度息息相关；另一方面，提高师范生在实习期间的教师自我效能感与工作投入能有效促进教师教育的建设和师范生专业素养的提高。因此，本研究以刚完成教育实习的英语专业师范生为研究对象，对他们的工作投入、教师自我效能感的现状和两者之间的关系进行探究，并提出以下三个研究问题：

1.英语专业师范生在实习阶段的工作投入水平如何？

2.英语专业师范生在实习结束时的教师自我效能感水平如何？

3.英语专业师范生的工作投入与教师自我效能感之间存在什么关系？

本研究以广东某大学的96名刚结束实习的英语专业师范生为研究对象，采用问卷和访谈相结合的方法收集数据，在对数据结果进行分析讨论后，主要得出以下结论。首先，英语专业师范生在实习阶段的工作投入水平较高，各维度中师范生在“奉献”维度平均得分最高。其次，英语专业师范生在实习后的教师自我效能感较高，各维度中师范生在“个人教学效能感”维度平均得分最高。最后，英语专业师范生的自我效能感和其工作投入水平呈显著正相关。

综合研究发现可知，受益于校内教师培训课程、实习指导老师帮助等多方面因素，英语专业师范生的教师自我效能感和工作投入水平较高。本研究对其可提高方面提出树立积极的实习态度、参加更多类型的教师培训和合理分配精力三个建议。

Teacher self-efficacy is teachers’ judgment of their ability to manage the classroom, integrate with students and accomplish assigned teaching tasks. As a preparatory force in the education profession, student teachers’ teacher self-efficacy is closely related to their vigor, dedication and absorption on their work; Meanwhile, improving teacher self-efficacy and work engagement of student teachers during their teaching practicum can effectively contribute to the construction of teacher education and the improvement of student teachers’ professionalism. Therefore, this study took the student teachers majoring in English who have just finished their teaching practicum as the research participant to investigate the current situation of their work engagement and teacher self-efficacy and the relationship between them, and put forward the following three research questions:

What are English student teachers’ levels of work engagement in the teaching practicum?

What are English student teachers’ levels of teacher self-efficacy at the end of their practicum?

What is the relationship between work engagement and teacher self-efficacy for English student teachers?

This study took 96 English student teachers who had just finished their teaching practicum at a university in Guangdong Province as the research participant, and used a combination of questionnaires and interviews to collect data. After analyzing and discussing the data results, the following main conclusions were drawn. Firstly, student teachers majoring in English have a relatively high level of work engagement in the teaching practicum. Among all the dimensions, student teachers have the highest average score in the dimension of “dedication”. Secondly, student teachers majoring in English have a relatively high level of teacher self-efficacy at the end of their practicum. Among all the dimensions, student teachers have the highest average score in the dimension of “personal teaching efficacy”. Finally, student teachers’ levels of teacher self-efficacy and work engagement are significantly positively correlated.

Synthesizing the findings of the study, it can be seen that student teachers majoring in English have relatively high levels of teacher self-efficacy and work engagement, benefiting from various factors such as on-campus teacher training courses and help from teaching practicum supervisors. This study suggests three recommendations for their possible improvement in terms of cultivating positive attitudes towards teaching practicum, participating in more types of teacher training, and distributing energy wisely in teaching practicum.