Do Judgements about Pre-Service Teachers' Self-Efficacy Covary with Their Capacity to Design and Deliver Evidence-Based Practice?

Autor/inn/en	Lancaster, Julie; Bain, Alan
Titel	Do Judgements about Pre-Service Teachers' Self-Efficacy Covary with Their Capacity to Design and Deliver Evidence-Based Practice?
Quelle	In: International Journal of Inclusive Education, 25 (2021) 7, S.827-842 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lancaster, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1579873
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Elementary Education; Undergraduate Students; Self Efficacy; Self Evaluation (Individuals); Instructional Design; Lesson Plans; Evidence Based Practice; Direct Instruction; Inclusion; Disabilities; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Elementarunterricht; Self-efficacy; Selbstwirksamkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Inklusion; Handicap; Behinderung; Ausland; Australien
Abstract	Despite the importance of successful inclusive practice, no studies have used objective measures to determine whether pre-service teacher self-efficacy for inclusion covaries with the actual quality of lesson design, classroom practice, and self-evaluation. This study sought to determine the impact of two course design approaches on the levels of self-efficacy and the design, delivery and self-evaluation of lessons by pre-service teachers during a professional learning experience. The study found that differences in the design, delivery and self-evaluation of lessons covaried with the type of course design experienced by the pre-service teachers. Results also indicate that levels of self-efficacy were not related to actual practices of pre-service teachers in the field. N.B. The term 'Course' is used throughout to indicate a single unit of study within an undergraduate programme of study completed by pre-service teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01