Practicum experiences as sources of pre-service teachers’ self-efficacy

Abstract

This study examines physical education pre-service teachers' (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes' characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes' characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study's results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs' self-efficacy development.

The relation of the sources of experience and the perception of teaching self-efficacy of university students of the licenciatura course in physical education

“…Martins, Costa and Onofre 35 , found that students studying PE tend to perceive themselves to be more effective when they are closer to the end of the course due to new experiences in teaching. Studies conducted by Zach, Harari and Harari 34 , found this trend in the evolution of TSE with 203 university students studying Physical Education.…”

Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study

“…Personal teaching efficacy is defined as a belief in an individual's own ability to teach effectively, while teaching outcome expectancy is a belief that effective teaching will affect pupils' learning positively regardless of external factors (Enochs, Smith, & Huinker, 2000). Research on teacher efficacy indicates that it influences teachers' behaviours such as persistence on a task, risk taking, use of innovations and of more student-centered teaching strategies, effort invested in teaching and the goals they set, and greater enthusiasm and commitment for teaching (Enochs, Smith, & Huinker, 2000;Gavora & Wiegerová, 2017;Martins, Costa & Onofre, 2015;Tschannen-Moran & Hoy, 2001). Teacher efficacy is also related to student outcomes such as achievement and motivation (Tschannen-Moran & Hoy, 2001).…”

Using Virtual Reality and Web Conferencing Technologies: Exploring Alternatives for Microteaching in a Rural Region

“…A series of immersive events targeted at progressively developing preservice teachers' confidence in teaching is essential before the preservice teacher begins an internship in a school. When preservice teachers perceive an experience as successful, especially when a difficult task is surmounted with little assistance or is achieved with few setbacks, their sense of confidence will increase (Bandura, 1997;Martins, Costo, & Onofre, 2015;Tschannen-Moran, Hoy, & Hoy, 1998). This suggests that preservice teachers must be given the opportunity to be successful in teaching before they are required to teach alone in schools where they are assigned to do their practicum.…”