Exploring Australian Pre-Service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences

Autor/inn/en	O'Neill, Sue; Stephenson, Jennifer
Titel	Exploring Australian Pre-Service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 4, S.535-545 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.01.008
Schlagwörter	Classroom Techniques; Preservice Teacher Education; Self Efficacy; Beginning Teachers; Foreign Countries; Scores; Measures (Individuals); Stress Variables; Teacher Burnout; Mental Health; Physiology; Prediction; Correlation; Teaching Skills; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Junior teacher; Junglehrer; Ausland; Messdaten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Psychohygiene; Physiologie; Vorhersage; Korrelation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Australien
Abstract	Beginning teachers that possess a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10