School-based practicum and pre-service teachers' self-efficacy: Impact and challenges

Abstract

This study aimed to investigate the effect of school-based practicum experience on the self-efficacy of pre-service teachers (PTs) enrolled in Teacher Education Professional Diploma (TEPD) in Jordanian universities. The study followed mixed methods research. In the quantitative part, an online questionnaire was administered to 134 pre-service teachers (PTs) at the outset of the practicum program. Then it was re-administered to the same sample after completing the practicum. In the qualitative part, semi-structured interviews were conducted after the practicum program to investigate the skills acquired by PTs during the school practicum and to identify the challenges, they faced during the school practicum experience. In the qualitative part, a total of 18 students voluntarily participated in the interviews. Results showed that the school-based practicum experience had a statistically significant effect on the overall mean scores of the PTs' self-efficacy in the pre-and post-applications and each study area (instructional strategies, classroom management, and student engagement). Furthermore, PTs reported several challenges during the school practicum, including the role of the academic supervisor, the cooperating school, the cooperating teacher, the nature of the TEPD program, and dealing with students.

Additional Pedagogical Education as a Prerequisite for Entering the Profession: Prestige of the Teaching Profession and Self-Efficacy

“…The additional pedagogical education, as it was set before the reform (Ministry of Education Youth and Sport, 2019), does not appear to be too effective on this research sample, at least in terms of potentially increasing teacher self-efficacy. Unlike the results from other studies where an increase in self-efficacy after completing educational programs was demonstrated (Altarawneh et al, 2023;Hoy & Spero, 2005;Ross & Bruce, 2010;Thorsnes et al, 2020), self-efficacy did not increase among APE attendees after completion. This result indicates that completing APE did not give them confidence that they could successfully meet the challenges awaiting them in the profession.…”