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

Abstract

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.

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

“…Different types of professional experience models have been associated with PSTs' levels of TSE, but the results are mixed because of such things as different designs of teaching practice and practice environments. For example, school-based professional experience and microteaching can increase PSTs' levels of TSE (Brown, Lee, & Collins, 2014) for certain aspects such as instructional strategies (Tuchman & Isaacs, 2011), but have also been found to decrease TSE (Plourde, 2002) or to have no impact at all (Atay, 2007). Key factors appear to include opportunities to participate in the design of professional experience activities, receiving constructive feedback, and modelling the instructors' teaching (Cinici, 2016).…”

A Cooperating Teacher, a Supervisor, and a Critical Confidant: The Journey Moving Toward a New Model of Support For Student Teachers

“…A pre-service teacher (PST) typically experiences student teaching just prior to graduation from his or her teacher preparation program. Student teaching has long served as a culminating experience in the preparation of a PST and is an important experience to help PSTs prepare for their own classrooms (Brown, Lee, & Collins, 2015).…”

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

“…Many studies put forth that perceived teacher self-efficacy has a significant effect on attitudes and behaviors towards teaching and teachers' competencies. For example, perceived teacher efficacy and thus their readiness for teaching is an important indication on how well they will confront the problems in their profession (Brown, Lee & Collins, 2015).…”

“…Programs should celebrate and praise students' successful experiences in certification exams (Petchauer, 2016). Brown et al (2015) found that candidates' self-efficacy prior to entering the program improved after they completed their studies. In other words, teacher training programs had an effect on self-efficacy.…”