Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences

Clark, Sarah; Newberry, Melissa

doi:10.1080/1359866x.2018.1497772

Cited by 102 publications

(60 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In Asian countries and as found in an international dataset using the TIMSS 2015 data, they furthermore use more diverse academic activities and provide more academically challenging tasks (Chan, 2008; Malinen, 2016; Teig et al ., 2019) and reported a higher level of mastery experience in the UK (Malmberg et al ., 2014). Concerning the four sources of TSE—mastery experience, vicarious experience, verbal persuasion and emotional arousal—all were found to be strongly related to a high level of self‐efficacy (Clark & Newberry, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

Fackler

Sammons

Malmberg

2020

Review of Education

View full text Add to dashboard Cite

Going beyond previous studies, we investigated differential effects of teacher self‐efficacy (TSE) across the three basic dimensions of educational equality in student engagement, instructional strategies and classroom management in East and South‐East Asian, Anglo‐Saxon and Nordic country clusters in a cross‐cultural analysis. It was found that all three domains of TSE show different patterns of associations in relation to teacher, classroom, principal and school predictors across the three country clusters. Most variation occurred within the classroom and principal predictors, whereas the teacher and school predictors were more homogeneously related to the three country clusters and the three domains of TSE. However, there were more similarities between the Nordic and Anglo‐Saxon clusters than the East and South‐East Asian clusters and any of the other two. Cultural values, as found in the GLOBE study and by Hofstede, were used as a cultural framework to interpret the differences occurring in the country clusters.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

Fackler

Sammons

Malmberg

2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…With some modifications to the definition of self-efficacy, teacher self-efficacy is defined as "judgments about his or her capabilities to bring about desired outcomes of student engagement and learning, even among students who may be difficult or unmotivated" (Tschannen-Moran & Woolfolk Hoy, 2001, p. 783). It is obvious that teachers' self-efficacy about teaching in the classroom is related to the confidence in their ability to influence students' learning (Clark & Newberry, 2019). Bandura (1977) proposed four major sources of information which contribute to individuals' self-efficacy.…”

Section: Introduction and Review Of Related Literaturementioning

confidence: 99%

How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

Cansız

2019

Sage Open

View full text Add to dashboard Cite

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

show abstract

“…These abilities provide a basis for the continuation of the learning process throughout their career (Lai, 2005;Rajuan, Beijaard, & Verloop, 2008). Additionally, the observation and experience of teaching contributes significantly to teachers' future self-realization (Clark & Newberry, 2019).…”

Section: The Student Teacher In the Practicummentioning

confidence: 99%

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Naifeld¹,

Nissim²

2020

JEL

View full text Add to dashboard Cite

Teacher-training has been developed through a complex weave of processes, models and theories, founded on experiences in educational settings. In 2015, the Academia Class program was added to teacher-training programs in Israeli academic colleges and universities and added new ways of thinking about student teachers’ practical experience. The program was widely implemented and became the flagship for teacher-training processes in Israel. As part of the program, student teachers and education students in their third year of studies participate in broad practical training for 12-16 weekly hours (for a year) in various educational institutions. Some of the changes engendered meaningful insights and processes that helped to reshape training processes. This article is derived from qualitative research that was involved in forming new models in teacher training, and offered an improved and enhanced approach to clinical practicum. Traditional pedagogic instruction is based on a “triangular instruction model” (student/teacher trainer/pedagogic instructor). The present study aims to expand this model by offering a new “pentagonal model.” The pentagonal model incorporates the following roles: student/coach-teacher/pedagogic instructor/coordinator teacher/academic instructor. The proposed model creates an ecosystem based on teacher-training processes and reinforces reciprocal connections, and different figures in new roles. It aims to connect the loose ends among the various participants involved in the practicum process in a more comprehensive and holistic manner. The practicum is performed in real time in the education field, in a clinical manner and is very meaningful for the future teachers’ work. Research method: Qualitative action research, documenting the expansion of the practical experience model at Ohalo College in northern Isrel. The proposed model is based on the authors’ experience from the past five years, as recorded in protocols, and work papers, as well as many meetings and discussions. It is important to emphasize that the model was tested and gradually improved, becoming refined through a dynamic process using feedback between the college and its students, and between the teachers and the instructors and pedagogic instructors. Participants included more than 500 students, 500 school and kindergarten teachers, and 40 pedagogic instructors, instructors, lecturers and others in relevant roles. The theoretical framework for the model relies on the concept of Pedagogic Content Knowledge (PCK), which emphasizes and reinforces pedagogic activity in the context of disciplinary knowledge content. In our opinion, the implementation of the model according to the approach described below creates a stable foundation for the student teacher practicum, in a manner appropriate given the current winds of change. The model should be applied in conjunction with essential changes in structural and behavioral policies necessitated by the Academia Class program.

show abstract

Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences

Cited by 102 publications

References 35 publications

A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries

How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

From a Triangular to a Pentagonal Model in Teachers Training Practicum

Contact Info

Product

Resources

About