"Maybe I Can Teach "Those" Kids." The Influence of Contextual Factors on Student Teachers' Efficacy Beliefs

Autor/inn/en	Knoblauch, Dee; Hoy, Anita Woolfolk
Titel	"Maybe I Can Teach "Those" Kids." The Influence of Contextual Factors on Student Teachers' Efficacy Beliefs
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 1, S.166-179 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.05.005
Schlagwörter	Student Teaching; Student Teachers; Teacher Effectiveness; Self Efficacy; Cooperating Teachers; Teacher Attitudes; Student Attitudes; Educational Environment; Context Effect; Urban Schools; Predictor Variables; Rural Schools; Suburban Schools; Attitude Change; Correlation + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Attitudinal change; Einstellungsänderung; Korrelation
Abstract	This study investigated student teachers' efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers' efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers' efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers' sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers' efficacy was predictive of and positively related to the student teachers' post-TSES scores. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10