Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight into the Making of Teachers

Autor/inn/en	Pendergast, Donna; Garvis, Susanne; Keogh, Jayne
Titel	Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight into the Making of Teachers
Quelle	In: Australian Journal of Teacher Education, 36 (2011) 12, S.46-57 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Early Childhood Education; Self Efficacy; Measures (Individuals); Beginning Teachers; Student Teacher Attitudes; Role of Education; Longitudinal Studies; Teaching (Occupation); Graduate Study; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-efficacy; Selbstwirksamkeit; Messdaten; Junior teacher; Junglehrer; Bildungsauftrag; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching; Lehrberuf; Aufbaustudium; Graduiertenstudium; Hauptstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Australien
Abstract	Pre-service teacher education programs play an important role in the development of beginning teacher' self-efficacy and identity. Research suggests that this development is influenced by the "apprenticeship of learning". However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning pre-service teachers' views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered twice (start and end of the year) to beginning pre-service teachers enrolled in three programs: the Graduate Diploma of Early Childhood Education; the Graduate Diploma of Education--Primary; and the Graduate Diploma of Education--Secondary. Identity data in the form of text and visual representations of the teachers were also collected. This paper focuses on the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy. Implications for further research are shared. (Contains 4 tables.) (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	2017/4/10