How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching

Brown, Amber; Myers, Joyce; Collins, Denise

doi:10.1080/03055698.2019.1651696

Cited by 34 publications

(43 citation statements)

References 48 publications

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“…While Brown et al (2021) found that pre-service teachers' overall TSE increased over the course of their practicum experience, the present study demonstrates that this was not the case for TE TCs completing their practicum during the COVID-19 pandemic, likely due to the contextual factors related to the transition to ERT. Tschannen-Moran and Woolfolk Hoy (2007) demonstrated that novice teachers' TSE was influenced by contextual factors, such as interpersonal support, to a much greater degree than experienced teachers' TSE.…”

Section: Discussioncontrasting

confidence: 85%

“…Dicke et al also assessed the impact of gender and years of experience on their results, finding that gender did not have a significant impact and that years of experience had a positive linear effect on emotional exhaustion, meaning that pre-service teachers with more experience were typically more emotionally exhausted than their less experienced counterparts. In a study of the impact of pre-service teachers' self-efficacy on their performance during practicum, Brown et al (2021) found that pre-service teachers' self-efficacy increased over the course of their practicum experience but that there was no correlation between pre-service teachers' self-efficacy and their teaching performance as evaluated by their mentor teachers. La Paro et al (2020) studied associations between pre-service teachers' self-efficacy and their relationships with their mentor teachers.…”

Section: Teachers' Sense Of Efficacy During a Time Of Crisismentioning

confidence: 99%

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Teacher’s Sense of Efficacy During a Time of Crisis

Code¹,

Forde²,

Moylan³

et al. 2022

Preprint

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Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs.

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Section: Discussioncontrasting

confidence: 85%

Section: Teachers' Sense Of Efficacy During a Time Of Crisismentioning

confidence: 99%

Teacher’s Sense of Efficacy During a Time of Crisis

Code¹,

Forde²,

Moylan³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Its main objective is that participants obtain good, constructive, and reflective teaching experiences. Excellent teaching experiences in the early career of a teacher offers prospective teachers some chances to develop, evaluate, and reflect their teaching skills in a variety of school levels and content areas personally and professionally (Brown et al, 2015;Brown et al, 2019;Darling-Hammond et al, 2002;Darling-Hammond et al, 2005;Lee et al, 2012;Pendergast et al, 2011). The TPST program is also used as a requirement for teachers who want to be certified to become professional teachers.…”

Section: Introductionmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

EUROPEAN J ED RES

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This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

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“…There is a tranche of research showing the positive effects of service-learning on preservice teachers' development (Chiba et al, 2021). Much of this knowledge stems from measuring students' perceptions about teaching within school settings and examining how these experiences yield teaching skills, confidence, and sense of increased efficacy towards teaching (Brown et al, 2021). For example, teaching candidates in a literacy course in which students applied literacy teaching skills at an elementary school for low performing and diverse students made greater gains in self-efficacy and were more apt to implement course content than their counterparts in the same course who did not apply service-learning (Wasserman, 2009).…”

Section: Service-learning and Teacher Efficacy Researchmentioning

confidence: 99%

Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation

2021

JHETP

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Mentoring preservice teachers in collaborative instructional practices with public school partners has been a proven and substantiated way to improve their executive functioning and self-regulation skills. This study explores whether a contextually developed set of active-learning simulations in the lecture portion of a teacher education service-learning course can further improve preservice teachers' efficacy in the field. Using mixed-methodology, findings show how preservice teachers respond differently to styles of traditional lecture-style recitation and active-learning simulation and how that translates to working with middle school students. Data shows teachers feel more supported, confident, and positioned for success when engaged with authentic teaching simulations that challenge their approach to be effective managers of diverse student behavior.

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How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching

Cited by 34 publications

References 48 publications

Teacher’s Sense of Efficacy During a Time of Crisis

Teacher’s Sense of Efficacy During a Time of Crisis

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation

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