Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers

Autor/inn/en	Mainsbridge, Casey P.; Cruickshank, Vaughan; Patterson, Kira; Grasten, Arto
Titel	Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 11, S.88-102, Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Work Experience Programs; Teacher Effectiveness; Classroom Techniques; Preservice Teachers; Teacher Competencies; Psychological Needs; Motivation; Self Efficacy; Authentic Learning; Experiential Learning; Teacher Education Programs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Lehrkunst; psychologische; Motivation (psychologisch); Self-efficacy; Selbstwirksamkeit; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Australien
Abstract	The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers enrolled in a four-year Bachelor of Education degree program. One group participated in a Work-Integrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated that pre-service teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill development and teacher readiness. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01