Self-Efficacy in Preservice Teachers: Testing the Limits of Non-Experiential Feedback.

Autor/inn/en	Henson, Robin K.; Stephens, Jennifer; Grant, Gale S.
Titel	Self-Efficacy in Preservice Teachers: Testing the Limits of Non-Experiential Feedback.
Quelle	(1999), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Elementary Secondary Education; Feedback; Higher Education; Preservice Teacher Education; Self Efficacy; Student Teacher Attitudes; Student Teachers; Teaching Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	Despite a clear relationship between feedback in experiential settings and heightened efficacy, it is unclear whether general feedback occurring outside purely experiential settings impacts preservice teachers' self-efficacy. This study investigated the relationship between self-efficacy in preservice teachers and simple but salient feedback from a non-experiential source. Preservice teachers were placed in matched pairs according to teaching experience, then assigned to either a treatment group or a control group. The treatment group read a stimulus paragraph designed to bolster beliefs about efficacy, rated their agreement with it, wrote their opinion about why preservice teachers are considered effective, and completed the Teacher Efficacy Scale. The control group followed the same protocol but read an unrelated paragraph. Results suggest that the stimulus paragraph had minimal effect on teacher efficacy, and that the minimal effect was primarily due to changes in general teaching efficacy. The results indicate that self-efficacy is strongly experientially based. (Contains 37 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01