Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app

Michos, Konstantinos; Cantieni, Andrea; Schmid, Regina; Müller, Laurent; Petko, Dominik

doi:10.1016/j.tate.2021.103570

Cited by 32 publications

(27 citation statements)

References 61 publications

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“…Self-efficacy partially mediates the association between teaching internship and professional identity (H7). This result echoes previous empirical research by Canrinus et al (2012) , Dalioglu and Adiguzel (2016) , Topkaya (2016) , and Michos et al (2022) . During the teaching internship, preservice teachers are involved in a real teaching situation in the classroom, able to bridge the teacher education curriculum with the school context, and organized to reflect on their teaching experiences ( Michos et al, 2022 ).…”

Section: Discussionsupporting

confidence: 89%

“…This result echoes previous empirical research by Canrinus et al (2012) , Dalioglu and Adiguzel (2016) , Topkaya (2016) , and Michos et al (2022) . During the teaching internship, preservice teachers are involved in a real teaching situation in the classroom, able to bridge the teacher education curriculum with the school context, and organized to reflect on their teaching experiences ( Michos et al, 2022 ). Their self-efficacy has been identified to be strengthened after teaching practice ( Dalioglu and Adiguzel, 2016 ; Topkaya, 2016 ).…”

Section: Discussionsupporting

confidence: 89%

“…For instance, Zhao and Zhang (2017) investigated 98 preservice teachers by questionnaires and interviewed 12 teachers, and found that after the internship, preservice teachers’ professional identity was enhanced, specifically intrinsic value identity. Another study determined the positive influence of the mentor’s support in the internship on the development of student teachers’ identity ( Michos et al, 2022 ). Many studies have focused on the direct impact of teaching internship on preservice teachers’ professional identity.…”

Section: Introductionmentioning

confidence: 99%

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Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

2022

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Preservice teachers’ professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students’ increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers’ teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers’ professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study’s findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

2022

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“…Not only increasing teacher knowledge, but training on STEM instructional practices also increase teacher selfefficacy needed by teachers when implementing it in the learning process. As the results of previous studies show that teaching internship experiences attended by teachers have a positive impact on teachers' beliefs and self-efficacy and enhance teachers' instructional abilities (Cohen et al, 2013;Michos et al, 2022;Rupp & Becker, 2021). A teacher with good self-efficacy will increase job satisfaction which will then affect the achievement of maximum performance (Caprara et al, 2013).…”

Section: Discussionmentioning

confidence: 98%

Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Affandi

Amir²,

Widyastuti³

2022

J. Edu. Teach. Learn.

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Not only cognitive knowledge, but also modern 21st-century instructional practices employed by primary school teachers are crucial for equipping students with a well-rounded education. But also to prepare students with the motivation, knowledge, and skills in science, technology, engineering, and mathematics (STEM) required for the digital age workforce. This study aims to determine the efficacy of STEM instructional practice training in enhancing primary school teachers' general pedagogical knowledge and self-efficacy. Forty-six primary school teachers from Sidoarjo, East Java, participated in the study. The experimental group (n=23) and the control group (n=23) comprised a total of 46 individuals. In the experimental group, participants received instruction in STEM-based mathematics learning planning. A questionnaire is used to assess teachers' general pedagogical knowledge and self-efficacy in STEM instructional practice before and after training. The study on teachers' general pedagogical knowledge revealed that, after training, the experimental group achieved better results than the control group. In the experimental group, the average score for the instructional process aspect increased to 9.5 points. The average value of the learning process aspect has increased by 15,5 points, while the average value of the assessment aspect has increased by 5,5 points. After receiving training, teachers in the experimental group demonstrated greater self-efficacy than their counterparts in the control group. The findings can be utilized by primary school teachers to enhance their STEM-related general pedagogical knowledge and self-efficacy.

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“…In teacher education, a teaching internship is a critical professional development exercise and an essential phase for every student in the teacher education program to prepare for becoming a full-edged educator (Michos et al, 2022;Rogayan & Reusia, 2021;Ugalingan et al, 2021). The Commission on Higher Education (CHED) requires pre-service teachers (PSTs) to render direct teaching as a culminating stage where they experience teaching in actual/virtual classrooms.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Evaluation of the Student Internship Program: Basis for Design Improvement

Lobo

2022

Preprint

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This descriptive-survey study aimed to evaluate the implementation of the institute at City College of Angeles. Obtained data for this study were solicited via judgment sampling from 84 pre-service teachers from the Bachelor of Physical Education and Bachelor of Performing Arts programs who had their internship last academic year 2021–2022. Descriptive statistics such as frequency, mean and standard deviation were used to describe the quality of the internship program based on institutional and company evaluation, program effectiveness, and thematic analysis for the comments and suggestions of students on the internship program offered. Based on the results, the internship program of the institute is very effective since it is responsive to the community's needs, and students develop skills needed for their careers. On the other hand, the deployment of students to various public schools emerged as the central theme based on the results. On a positive note, pre-service teachers highly appreciate the internship program. The results of this study are expected to improve the program design of the pre-service teachers of the institute. Regular review of the curriculum and offered courses matching the needs of the industry should be performed. Additionally, the recommendation on the possibility of forging linkages with other private schools and industries related to the program is a result of this study. Also, formulation and development of the institutional policies and guidelines of the program or deployment manual, which may serve as a reference for pre-service teachers, is highly suggested.

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Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app

Cited by 32 publications

References 61 publications

Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

Teachers’ General Pedagogical Knowledge and self-efficacy On STEM Instructional Practices On Primary Teacher

Pre-Service Teachers’ Evaluation of the Student Internship Program: Basis for Design Improvement

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