How Failure Experience Combined with High Teacher Self-Aspect Importance Puts Self-Efficacy at Risk among Student Teachers

Autor/inn/en	Coppe, Thibault; Devos, Christelle; Colognesi, Stéphane
Titel	How Failure Experience Combined with High Teacher Self-Aspect Importance Puts Self-Efficacy at Risk among Student Teachers
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coppe, Thibault) ORCID (Colognesi, Stéphane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00588-4
Schlagwörter	Student Teachers; Student Teaching; Self Efficacy; Student Teacher Attitudes; Student Reaction; Internship Programs; Failure + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Self-efficacy; Selbstwirksamkeit; Schülerkritik; Berufspraktische Ausbildung
Abstract	The present study focuses on how elementary-level student teachers reacted to difficulties during their first internship experience. More specifically, we analysed how their self-efficacy was affected by (a) their perception of failure during the internship, (b) the importance they assigned to their teacher self-aspect, and (c) the interaction between these two constructs. Using a quantitative design (N = 124), we measured their self-efficacy both before and after a 2-week internship. Results showed an overall increase in self-efficacy, but no such increase for participants with high teacher self-aspect who reported high failure experience, which indicated an amplifying moderation effect of teacher self-aspect in the relation between failure experience and change in self-efficacy. We discuss the profile of these "high-importance/high-failure" students and the support that can be given to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01