The Effect of School-Based Experience on Preservice Teachers' Self-Efficacy Beliefs

Autor/inn/en	Berg, David A. G.; Smith, Lisa F.
Titel	The Effect of School-Based Experience on Preservice Teachers' Self-Efficacy Beliefs
Quelle	In: Issues in Educational Research, 28 (2018) 3, S.530-544 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Preservice Teachers; Student Attitudes; Self Efficacy; Undergraduate Students; Elementary School Teachers; Teacher Education Programs; Practicums; Foreign Countries; Teaching Experience; Outcomes of Education; Measures (Individuals); Teacher Effectiveness; New Zealand + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Practicum; Praktikum; Praktika; Ausland; Lernleistung; Schulerfolg; Messdaten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Neuseeland
Abstract	This research examined preservice teachers' self-efficacy beliefs immediately prior to and after the final practicum for an undergraduate three-year primary education teaching program. The primary purpose of the study was to explore the effect of the capstone practicum experience on the students' teacher self-efficacy beliefs. A secondary objective was to compare the utility of two established measures of teacher self-efficacy. A cohort of preservice teachers from New Zealand (N = 75) completed the Teachers' Sense of Efficacy (long form) (Tschannen-Moran & Woolfolk Hoy, 2001) and the English version of the Norwegian Teacher Self Efficacy Scale (Skaalvik & Skaalvik, 2007), before and after their final practicum placements. Results indicated that the participants' self-efficacy beliefs increased from pre to post. Further, the NTSES and the TSES were both found to be useful measures for assessing preservice teachers' self-efficacy beliefs, with the NTSES providing more differentiated evaluation. These results are discussed in the context of how capstone practicum experiences can enhance preservice teachers' teacher self-efficacy beliefs. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01