A Case Study of Teacher Candidate Perceptions of Self- Efficacy Development in One Metropolitan Urban Teacher Preparation Program

Autor/in	Williams, Siovahn Scott
Titel	A Case Study of Teacher Candidate Perceptions of Self- Efficacy Development in One Metropolitan Urban Teacher Preparation Program
Quelle	(2022), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8420-0
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Student Attitudes; Self Efficacy; Student Development; Urban Schools; Teacher Education Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The problem addressed in this study was that teachers do not continuously develop self-efficacy as they progress through their preparation programs. One long-standing challenge in teacher preparation is providing adequate opportunities for self-efficacy development. There is a causal correlation between teacher self-efficacy, teacher preparation programs, and closing the achievement gap. The purpose of this qualitative single case study was to explore teacher candidates' perceptions of self-efficacy development during field experiences while enrolled in an urban teacher preparation program. Qualitative data was collected through semi-structured interviews with 10 teacher candidates and triangulated with written reflections collected from the participants. Thematic analysis resulted in three themes. This study's findings included that teacher candidates felt a need for a prolonged time in field experiences, mentor teacher support, and time for self-reflection. Implications from the findings include incorporating field experiences with intentionality by implementing activities designed by mentor teachers to promote learning. A future study might include a comparison of the perceptions and expectations of teacher candidates and mentor teachers regarding self-efficacy development. A longitudinal study can help provide greater insight into teacher candidates' perceptions of their experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01