Research on teaching efficacy of pre-service teacher during practice teaching
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i3.1824
Abstract
Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. This study examines the changes in pre-service teachers' teaching self-efficacy during a practice teaching course. A mixed-methods approach was employed, involving pre- and post-course surveys to assess self-efficacy levels and qualitative interviews to capture participants' reflections on their experiences. Qualitative data further underscore the importance of practical experience, peer interactions, and mentor support in enhancing self-efficacy. These results highlight the significance of practice teaching courses in shaping pre-service teachers' confidence and have implications for curriculum design and teacher preparation programs.
Keywords
practice teaching; pre-service teacher; teaching self-efficacy
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[9] Poulou M. 2007. Personal and school factors that contribute to teachers' efficacy beliefs in secondary education. Psychology in the Schools, 44(3): 249-259.
[10] Skaalvik EM, Skaalvik S. 2010. Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26(4): 1059-1069.
[11] Tschannen-Moran M, Woolfolk HA. 2001. Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7): 783-805.
[2] Assaf LC, Lopez M. 2012. Reading rocks: creating a space for pre-service teachers to become responsive teachers. Journal of Early Childhood Teacher Education, 33(4): 365-381.
[3] Bandura A. 1997. Self-efficacy: The Exercise of Control. W.H. Freeman.
[4] Guiab M. 2014. Perception of pre-service teachers on services and academic programs of Philippine Normal University-North Luzon. Research Journal of Educational Sciences, 2(7): 1-9.
[5] Guo Y, Justice LM, Sawyer B, et al. 2011. Exploring factors related to preschool teachers' self-efficacy. Teaching and Teacher Education, 27 (5): 961-968.
[6] Helfeldt JP, Capraro RM, Capraro MM, et al. 2009. An urban schools--university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator, 44(1): 1-20.
[7] Ingersoll RM, Strong M. 2011. The impact of induction and mentoring programs for beginning teachers: a critical review of the research. Review of Educational Research, 81(2): 201-233.
[8] Klassen RM, Chiu MM. 2011. The occupational commitment and intention to quit of practicing and pre-service teachers: influence of self-efficacy, job stress and teaching context. Contemporary Educational Psychology, 36 (2): 114-129.
[9] Poulou M. 2007. Personal and school factors that contribute to teachers' efficacy beliefs in secondary education. Psychology in the Schools, 44(3): 249-259.
[10] Skaalvik EM, Skaalvik S. 2010. Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education, 26(4): 1059-1069.
[11] Tschannen-Moran M, Woolfolk HA. 2001. Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7): 783-805.
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