Literaturnachweis - Detailanzeige
| Autor/inn/en | Newman, Carole; Lenhart, Lisa; Moss, Barbara; Newman, David |
|---|---|
| Titel | A Four-Year Cross-Sectional Study of Changes in Self-Efficacy and Stages of Concern among Pre-Service Teachers. |
| Quelle | (2000), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College School Cooperation; Elementary Secondary Education; Field Experience Programs; Higher Education; Internship Programs; Mentors; Preservice Teacher Education; Professional Development Schools; Self Efficacy; Student Teacher Attitudes; Student Teachers; Student Teaching |
| Abstract | This paper reports on data from a 4-year, cross-sectional study of preservice teachers who participated in a yearlong Professional Development School internship/student teaching experience. Preservice teachers worked in classrooms with mentor teachers for two 8-week placements during the fall semester and returned to student teach with the same teachers during the spring semester. During the fall internship, students observed, planned, and taught with their mentors on Tuesday and Thursday mornings. Thursday afternoons were devoted to on-site classes designed to support standards-based planning and to reflect on their teaching experiences and professional growth. The evaluation of this project included assessment of preservice participants at the beginning, at mid-year, and at the end of their experience to determine changes in their self-efficacy as teachers and their Stages of Concern as measured by the C-BAM. Journal responses to prompts regarding their concerns, their role as teachers, and reflections on their teaching are reported and compared to changes in self-efficacy and Stages of Concern. Finally, the potential impact of this model of preservice education is discussed. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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