Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

被引：7

作者：

Ma, Kang ^{[1
]}

McMaugh, Anne ^{[2
]}

Cavanagh, Michael ^{[2
]}

机构：

[1] Yancheng Teachers Univ, Yancheng, Peoples R China

[2] Macquarie Univ, N Ryde, NSW, Australia

来源：

AUSTRALIAN JOURNAL OF EDUCATION | 2022年 / 66卷 / 01期

关键词：

self-efficacy; teacher education; teaching practice; teachers' self-efficacy; teaching professional placements; CLASSROOM MANAGEMENT; MATHEMATICS; SCIENCE; BELIEFS; INTENTION; PROGRAM; STRESS; SENSE;

D O I：

10.1177/00049441211060474

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE - instructional strategies, student engagement and classroom management - increased significantly during the final placement.

引用

页码：57 / 72

页数：16

共 36 条

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