Mapping the Social Side of Pre-Service Teachers: Connecting Closeness, Trust, and Efficacy with Performance

Autor/inn/en	Liou, Yi-Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce
Titel	Mapping the Social Side of Pre-Service Teachers: Connecting Closeness, Trust, and Efficacy with Performance
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 6, S.635-657 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1218329
Schlagwörter	Trust (Psychology); Preservice Teachers; Teacher Education Programs; Teacher Effectiveness; Elementary School Teachers; Peer Relationship; Student Attitudes; Self Efficacy; High Stakes Tests; Mathematics Tests; Correlation; Faculty Development; Social Capital; Case Studies; Student Characteristics; Factor Analysis; Grade Point Average; Multiple Regression Analysis; Statistical Analysis; Social Networks; California; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Korrelation; Sozialkapital; Case study; Fallstudie; Case Study; Faktorenanalyse; Statistische Analyse; Social network; Soziales Netzwerk; Kalifornien
Abstract	This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers' teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01