How Pre-Service Teachers' Sense of Teaching Efficacy and Preparedness to Teach Impact Performance during Student Teaching

Autor/inn/en	Brown, Amber L.; Myers, Joyce; Collins, Denise
Titel	How Pre-Service Teachers' Sense of Teaching Efficacy and Preparedness to Teach Impact Performance during Student Teaching
Quelle	In: Educational Studies, 47 (2021) 1, S.38-58 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1651696
Schlagwörter	Preservice Teachers; Teacher Education Programs; Program Effectiveness; Early Childhood Education; Self Efficacy; Teacher Effectiveness; Readiness; Performance Factors; Student Teaching; Correlation; Feedback (Response); Cooperating Teachers; Student Teacher Supervisors; Urban Universities; Pedagogical Content Knowledge; Planning; Classroom Techniques; Family Involvement; Professionalism; Self Concept Measures; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leistungsindikator; Teaching practice; Unterrichtspraxis; Korrelation; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Ablaufplanung; Planungsprozess; Klassenführung; Professionalität
Abstract	The purpose of this study was to investigate the relationship between early childhood/elementary pre-service teachers' sense of teaching efficacy and feelings of preparedness and actual performance during student teaching. Findings indicate that both perceptions of preparedness and sense of teaching efficacy increased significantly during student teaching. Pre-service teachers' performance in the classroom was positively correlated with their feelings of preparedness to teach but not with their teaching efficacy. Results of a multiple regression (F(2,46) = 54.66, p = 0.038) indicate that there was a moderate but significant predictive relationship between Efficacy and Preparedness in combination, explaining 13% of the variance of performance during student teaching. Responses to open-ended questions indicated the most important part of pre-service teachers' preparation included the observing and participating in classrooms; the opportunity to learn from more than one experienced teacher; and feedback from their cooperating teachers and university supervisor. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01