Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ ( N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching ( n = 5 weeks) and student teaching placements ( n = 5 weeks at 1 placement), interviews ( n = 4), and my own researcher journal ( n = 31 entries). Preservice teachers’ self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students’ music and academic performance.

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Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

Advancements in Agricultural Development ◽

10.37433/aad.v2i3.157 ◽

2021 ◽

Vol 2 (3) ◽

pp. 50-60

Author(s):

Eric Rubenstein ◽

James Scott

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Student Teaching ◽

Agricultural Education ◽

Self Efficacy ◽

The Self ◽

Teacher Preparation Programs ◽

Agriculture Teachers ◽

Preparation Programs ◽

Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

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Using Focus Groups to Explore Sources of Self-Efficacy in Puerto Rican Preservice Teachers

Journal of Educational Research and Practice ◽

10.5590/jerap.2018.08.1.10 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Yitza A. Arcelay-Rojas

Keyword(s):

Preservice Teachers ◽

Classroom Management ◽

Focus Groups ◽

Puerto Rican ◽

Student Teaching ◽

Self Efficacy ◽

University Supervisors ◽

Qualitative Design ◽

Teaching Practicum ◽

Teachers Perceptions

This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants agreed that substantial feedback and guidance from cooperating teachers and university supervisors helped them being confident and increased their perceived self-efficacy by reducing the feelings of anxiety generated by the practicum.

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The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry

Journal of Science Teacher Education ◽

10.1080/1046560x.2019.1635848 ◽

2019 ◽

Vol 30 (8) ◽

pp. 872-889

Author(s):

Elsun Seung ◽

Soonhye Park ◽

Myung-Ah Lee

Keyword(s):

Preservice Teachers ◽

Self Efficacy ◽

Summer Camp ◽

Teaching Science ◽

Methods Course ◽

Science Methods ◽

Science Methods Course ◽

Science As Inquiry ◽

The Impact

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An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000125 ◽

2014 ◽

Vol 28 (3) ◽

pp. 83-92 ◽

Cited By ~ 22

Author(s):

Franziska Pfitzner-Eden ◽

Felicitas Thiel ◽

Jenny Horsley

Keyword(s):

Preservice Teachers ◽

Self Efficacy ◽

Confirmatory Factor Analyses ◽

3 Dimensional ◽

Multiple Group ◽

Three Samples ◽

Confirmatory Factor ◽

Teacher Self Efficacy ◽

Dimensional Assessment ◽

Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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