Beginning Teacher Efficacy and the Practicum in an EFL Context

Autor/in	Atay, Derin
Titel	Beginning Teacher Efficacy and the Practicum in an EFL Context
Quelle	In: Teacher Development, 11 (2007) 2, S.203-219 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Educational Strategies; Classroom Techniques; Student Teaching; Practicums; Teacher Effectiveness; Self Efficacy; Cooperating Teachers; Beginning Teachers; Measures (Individuals); Teaching Methods; Teacher Competencies; Beliefs; English (Second Language); Second Language Learning; Foreign Countries; Language Teachers; Preservice Teacher Education; Turkey + Suchen Sie Ihr Suchwort? Lehrstrategie; Klassenführung; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Belief; Glaube; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Türkei
Abstract	Over recent decades, there has been compelling evidence describing the powerful effects of teachers' sense of efficacy on their instructional activities as well as student outcomes. The present study explored the change of efficacy of prospective teachers over the student teaching period and the factors that might contribute to the change. Data collected through the Teachers' Sense of Efficacy Scale (adapted from Tschannen-Moran & Woolfolk Hoy, 2001) showed that at the end of the practicum the efficacy scores for instructional strategies decreased at a statistically significant level, whereas the classroom management and student engagement efficacy scores increased, the latter being at a significant level. Focus-group discussions revealed prospective teachers' awareness of their own teaching competence, their beliefs about teaching and learning, practices of their cooperating teacher, established classroom practices and the practicum school as the factors contributing to their self-efficacy during the practicum. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10