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Wenner, George

doi:10.1023/a:1009425331964

Cited by 56 publications

(14 citation statements)

References 22 publications

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“…The mean prescore for this sample was 7.31 and the mean post-score was 7.87. This high selfefficacy rating is consistent with research that suggests that teachers' self-efficacy tends to increase during the period of teacher education program enrolment (Wenner, 2001;Woolfolk Hoy, 2000) but decrease after graduation to the end of the first year of teaching (Moseley, Reinke & Bookout, 2003;Woolfolk Hoy, 2000).…”

Section: Discussionsupporting

confidence: 89%

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

2014

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The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program (EC-6). The study used an action research, mixed-methods design. Seventy-one pre-service teachers at a large public university in the southwest completed surveys about their preparedness to teach and teaching efficacy pre and post the student teaching semester. Findings indicate that pre-service teachers' perceptions of preparedness and sense of teaching efficacy both increased significantly (p < .5) from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher.

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Section: Discussionsupporting

confidence: 89%

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

2014

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“…The last finding obtained in the study is that having met students and having teaching experience increase pre-service teachers' sense of self-efficacy. Pre-service teachers' sense of teacher self-efficacy tends to increase during teacher education period (Hoy ve Woolfolk, 1990;Wenner, 2001). Sense of self-efficacy starts to fall once teachers start working (Woolfolk Hoy, 2000;Moseley, Reinke, & Bookour, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' sense of self-efficacy start to form during teacher education period and tend to increase across school years (Hoy ve Woolfolk, 1990;Wenner, 2001), but it starts to fall at the end of the first teaching year (Woolfolk Hoy, 2000;Moseley, Reinke & Bookour, 2003).…”

Section: Sense Of Self-efficacy Among Teachersmentioning

confidence: 99%

The Effect of Pre-Service Teachers’ Life Skills on Teacher Self-Efficacy

Koyuncu¹

2018

JEL

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The aim of this study is to find out the extent to which pre-service teachers’ life skills predict their sense of self-efficacy. The study employed a relational screening model within the quantitative research paradigm and included 195 pre-service teachers in Mimar Sinan Fine Arts University Pedagogical Formation Program. The data was collected through a life skills scale, a teacher self-efficacy scale and a questionnaire. The findings indicated a significant strong positive correlation between pre-service teachers’ life skills and their sense of self-efficacy in teaching (r=.624). Life skills accounted for 38.9 of the variance in teacher sense of self-efficacy. There were not any significant differences in teacher sense of self-efficacy between males and females, graduates and non-graduates, participants and non-participants in life skills training (p>0.05). The sense of self-efficacy of pre-service teachers with teaching experience was found to be higher than that without it (p<0.05).

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“…Instead, acquisition of complex teaching skills and knowledge develops in flux over time before teachers reach stable levels of TE when the match between anticipated skills and actual skills increases (Morris et al, 2017). Given that TE is a powerful predictor of performance (Velthuis, Fisser, & Pieters, 2014) it is unsurprising that teachers gravitate towards teaching subjects they feel confident and competent in teaching (Wenner, 2001). It can also be argued that teachers will be more committed to the development of their teaching capabilities in subjects that they value and see as important to the students they teach.…”

Section: Self-efficacymentioning

confidence: 99%

Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

Ward¹,

Dixon²,

Withy³

2020

AJTE

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Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

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Untitled

Cited by 56 publications

References 22 publications

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness

The Effect of Pre-Service Teachers’ Life Skills on Teacher Self-Efficacy

Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

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