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Autor/inPfitzner-Eden, Franziska
TitelEvaluation of a teacher preparation program using the development of teacher self-efficacy as an outcome.
A longitudinal study.
QuelleBerlin: Freie Universität Berlin (2015), viii, 176 S.
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Berlin, Freie Universität Berlin, Diss., 2015.
Spracheenglisch
Dokumenttyponline; Monographie
URNurn:nbn:de:kobv:188-fudissthesis000000099939-7
SchlagwörterEvaluation; Längsschnittuntersuchung; Lehrer; Dissertation; Effizienz; Entwicklung; Vorbereitung
AbstractTeacher self-efficacy (TSE) is a central predictor for a multitude of sought after outcomes for teachers and students alike. However, it is less well known how TSE develops in preservice teachers. Addressing this gap in research, the purpose of this thesis was to explore four research questions: (1) Does TSE develop in preservice teachers during their university preparation? (2) If such changes are found, do they have any impact on preservice teachers´ changes in their intention to quit the teaching degree? (3) Can changes in TSE during the practical phases of a teacher preparation program be predicted by the four sources of information assumed to be influential in forming teacher self-efficacy beliefs? (4) How do the four sources interact in predicting changes in teacher self-efficacy? In order to address these questions, a new instrument for measuring the three proposed dimensions of TSE (i.e., instructional strategies, classroom management, student engagement) in preservice teachers was developed on the basis of a thorough analysis of previous TSE instruments and Bandura´s self-efficacy theory (Chapter 1). This process and first results from a validation study are presented in Chapter 2 (Study 1). Participants in this study were preservice teachers in three diverse samples from Germany and New Zealand, at two different stages of teacher education. Confirmatory factor analyses and invariance tests confirmed a good fit for the intended three-factor model and equivalent measurement properties for all samples. In addition, first evidence in favor of good construct validity was gathered by examining convergent validity with general self-efficacy and study satisfaction. Research question 1 and 2 were then explored in Chapter 3 (Study 2). For the purpose of this study, data was collected at three times for two samples of preservice teachers. Beginning preservice teachers in Sample 1 were tested at the start of their first year of teacher education, at the end of their first year before their first practicum at school, and at the beginning of their second year after their practicum. Advanced preservice teachers in Sample 2 were at least third year students (80% Master´s students), and were tested at the beginning of the university term, at the end of that term before a teaching practicum at school, and at the beginning of the next term after their practicum. Changes were analyzed using latent-true-change modeling, an improvement over previous analysis methods employed in this area. Results showed that depending on TSE dimension, TSE decreased or did not change during the university year for beginning preservice teachers, and increased during the practicum. For the advanced preservice teachers, again depending on TSE dimension, TSE increased both during the term and during the practicum. In both cohorts, increases in TSE during the practicum were associated with decreases in preservice teachers´ intention to quit the teaching degree. In Chapter 4 (Study 3) research question 3 and 4 were addressed. For the purpose of this study, a new measure of the four sources hypothesized to influence TSE was developed using a deductive process to maximize alignment with self-efficacy theory. Changes in TSE that occurred during the practicum in beginning and advanced preservice teachers were significantly predicted by all sources as expected. Three theoretically plausible models of how the sources interact in predicting TSE changes were then explored. The evaluation of the different models provided some first evidence in favor of the hypothesis that preservice teachers´ TSE beliefs are significantly influenced by mastery experiences made during the practicum, which are largely informed to varying degrees by the other three sources. Specifically, the results highlighted the role of the mentor teacher´s feedback and preservice teachers´ negative physiological and affective responses to the practicum experience. In the final chapter, the central findings are discussed, a range of limitations to the studies is detailed, several implications for theory and practice are outlined, and potentially fruitful future avenues for further exploration are suggested. (Orig.).
Erfasst vonDeutsche Nationalbibliothek, Frankfurt am Main
Update2016/1
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