A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages

Autor/inn/en	Clark, Sarah K.; Byrnes, Deborah; Sudweeks, Richard R.
Titel	A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
Quelle	In: Journal of Teacher Education, 66 (2015) 2, S.170-183 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487114561659
Schlagwörter	Comparative Analysis; Student Teacher Attitudes; Teacher Interns; Teaching Skills; Investigations; Student Teaching; Multivariate Analysis; Preservice Teacher Education; Inservice Teacher Education; Teaching Experience; Self Efficacy; Internship Programs; Training Methods; Intermode Differences; Participant Satisfaction; Beliefs; Teaching Models; Attitude Change; Knowledge Base for Teaching; Student Surveys; Student Attitudes + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Untersuchung; Teaching practice; Unterrichtspraxis; Multivariate Analyse; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Self-efficacy; Selbstwirksamkeit; Berufspraktische Ausbildung; Didaktik; Trainingsmaßnahme; Belief; Glaube; Lehrmodell; Attitudinal change; Einstellungsänderung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerbefragung; Schülerverhalten
Abstract	This study investigates how the culminating teacher preparation program (TPP) experience (either student teaching assignment or internship) influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test (N = 502) was conducted to compare perceptions of student teachers (those who taught 15 weeks) and interns (those who taught a full academic year) at two points in time--once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages. Interns reported higher scores at the inservice stage on only the mathematics subscale, suggesting that there is some change in self-efficacy as teachers gain teaching experience. Findings suggest that the student teaching context provides more modeling and verbal support and produces teachers with higher perceptions of teaching ability than those who complete an internship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01