Are We Building Preservice Teacher Self-Efficacy? A Large-Scale Study Examining Teacher Education Experiences

Autor/inn/en	Clark, Sarah; Newberry, Melissa
Titel	Are We Building Preservice Teacher Self-Efficacy? A Large-Scale Study Examining Teacher Education Experiences
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1497772
Schlagwörter	Preservice Teachers; Self Efficacy; Teacher Effectiveness; Teacher Education Programs; Teacher Competencies; Program Effectiveness; Teacher Educators; Cooperating Teachers; Teacher Influence; Persuasive Discourse + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation
Abstract	Teacher education programs are under great pressure to produce highly capable teachers. Teacher self-efficacy has been shown to correlate with teacher motivation and perseverance, yet little is known about how specific teacher education experiences predict teacher self-efficacy. Four sources contributing to teacher self-efficacy beliefs during teacher education programs include mastery experiences, vicarious experiences, verbal persuasion from teacher educators, and verbal persuasion from cooperating teachers. In this study, perceptions of these sources were examined to determine how well they correlate with and predict preservice teacher self-efficacy. Results showed all four variables were strong predictors of preservice teacher self-efficacy, but that these variables accounted for only 18% of the variance, suggesting additional sources need to be examined. Perceptions of training experiences were examined across nine programs (N = 783). Implications for teacher educators and mentor teachers are provided so as to find ways to strengthen preservice teacher self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01