The Effect of Site-Based Preservice Experiences on Elementary Social Studies, Language Arts, and Mathematics Teaching Self-Efficacy Beliefs.

Autor/inn/en	Wingfield, Mary; Nath, Janice L.; Freeman, Lynn; Cohen, Myrna
Titel	The Effect of Site-Based Preservice Experiences on Elementary Social Studies, Language Arts, and Mathematics Teaching Self-Efficacy Beliefs.
Quelle	(2000), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College School Cooperation; Elementary Education; Elementary School Mathematics; Elementary School Teachers; Higher Education; Language Arts; Mathematics Education; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Self Efficacy; Social Studies; Student Teacher Attitudes; Student Teachers; Teacher Competencies; Teaching Skills + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Mathematische Bildung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Gemeinschaftskunde; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study examined the effectiveness of a Professional Development School (PDS) student teaching program within one university's teacher education program. The program is field-based during students' entire senior year, which is divided into a PDS semester and student teaching. During the PDS semester, students are placed in PDS sites around a large metropolitan area with diverse children and lower socioeconomic conditions. During student teaching, students are placed with mentor teachers at schools and monitored by university supervisors. They observe teaching and gradually take over classroom duties. Study participants were preservice teachers who had been placed at PDS sites and who were in the semester preceding student teaching. For two semesters, two groups of preservice teachers completed a pretest and posttest, the Science Teaching Efficacy Belief Instrument and a modified version of the same instrument, to measure self-efficacy beliefs in various subject areas. Results indicated that the PDSs were successful training sites for these students. PDS participants with low self-efficacy at the beginning of the semester made positive judgments about how well they could teach at the end of the semester. Students had opportunities for authentic performance, vicarious experiences, encouragement from others, and positive emotional tones. (Contains 32 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01