A self-defined professional development approach for current and aspiring educational developers

Ferris, Jennie; Samuel, Carolyn

doi:10.20343/teachlearninqu.8.1.14

Cited by 2 publications

(2 citation statements)

References 14 publications

(12 reference statements)

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“…Hence, interacting with educational agents develops contextual adjustments in the classroom space that improve PSTs' well-being. It involves pleasant perceptions during the teaching, which affects PSTs' satisfaction with these relationships and involvement in future professional networks [46,47]. Mastery experiences also work as pedagogical tools in ITPD opportunities in which CTs observe PSTs and give them feedback and encouragement, thus influencing the satisfaction with their competence development as professionals [18,48].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

2022

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Teachers’ psychological and social well-being has become a relevant concern for the educational community. Specifically, damage to it affects preservice teachers (PSTs) when confronting educational challenges during their initial teacher education. PSTs’ well-being is related to self-perceptions of professional worth, which impacts their emotional states, actions, and beliefs. Perceived self-efficacy is a well-known indicator to measure these self-perceptions, allowing us to explore PSTs’ valuation of their competence during experiential opportunities for professional development. The practicum is considered for investigating perceived self-efficacy predictors, since direct professional performance can be observed. This context also allows the exploration of their satisfaction with their competence development and the training environment. This study analyzes PSTs’ perceived self-efficacy predictors and job satisfaction during practicum experiences. A mixed methodological design was selected with 258 PSTs participating in the quantitative part and nine PSTs in the qualitative part. Descriptive, correlational, and inferential statistical analyses and two focus group sessions were conducted. The findings show changes in perceived self-efficacy are generated by social interactions and mastery experiences. Changes in perceived self-efficacy, satisfaction with one’s competence, and the school environment are related significantly. Our conclusions highlight the role of mentoring during the practicum in caring for PSTs’ self-perceptions and improving their satisfaction with the experience. The importance of caring for well-being to avoid stressful situations during the first training stages and prevent burnout in teachers in service is considered. Research implications in the lines proposed are further discussed.

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Section: Introductionmentioning

confidence: 99%

The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

2022

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“…They found out that preservice teachers' perceptions of school mentors' effort and self-development orientation were positively associated with their perceptions of developmental support in mentoring. Additionally, Ferris and Samuel (2020) claimed that the professional development offerings for educational developers were sparse and they created a self-defined professional development approach. Grabsch et al (2019) aimed to find out professionals' survey responses to investigate their self-reported needs for professional development and found out that there were some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs.…”

Section: Introductionmentioning

confidence: 99%