Looking Back on Experienced Teachers' Reflections: How Did Pre-Service School Practice Support the Development of Self-Efficacy?

Autor/inn/en	Meristo, Merilyn; Ljalikova, Aleksandra; Löfström, Erika
Titel	Looking Back on Experienced Teachers' Reflections: How Did Pre-Service School Practice Support the Development of Self-Efficacy?
Quelle	In: European Journal of Teacher Education, 36 (2013) 4, S.428-444 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.805409
Schlagwörter	Foreign Countries; Preservice Teacher Education; Recall (Psychology); Program Effectiveness; Beginning Teachers; Self Efficacy; Teacher Effectiveness; Semi Structured Interviews; Teacher Attitudes; Communities of Practice; Reflection; Interpersonal Communication; Cooperation; Student Teaching; Interpersonal Relationship; Estonia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Abberufung; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Community; Interpersonale Kommunikation; Co-operation; Kooperation; Teaching practice; Unterrichtspraxis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Estland
Abstract	This research focuses on experienced Estonian teachers' pre-service school practice. Each one of the 19 teachers interviewed in this study had over 25?years of professional experience. We were interested in their recollections of their pre-service school practice and the impact that their experience had on them professionally. The results indicate the importance of support systems and a cooperative atmosphere in the school, both of which enable a beginning teacher's self-efficacy. Despite the lack of explicit support structures from the 1960s to the 1980s, implicit support existed and played an important role in facilitating the development of student teachers' self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10