Student teacher efficacy in inner-city schools

被引：1

作者：

Rushton S.P. ^{[1
]}

机构：

[1] Department of Education, University of South Florida, Sarasota, FL 34243

来源：

The Urban Review | 2000年 / 32卷 / 4期

关键词：

Self-efficacy; student teachers; inner city; qualitative study;

D O I：

10.1023/A:1026459809392

中图分类号：

学科分类号：

摘要：

The resolution of five middle-class student teachers' conflict and growth toward efficacy during their year interning in an inner-city school is described in this qualitative study. Analysis of 4 interviews, 12 written reflections, and 7 transcribed group discussions revealed a sense of culture shock felt by interns upon entering the inner-city schools. In particular, their concerns focused on problems in the children's home lives. Aggravating their worries were the normal concerns of student teachers about getting along with their collaborating teachers and their students and coping with doubts about their own abilities and values. Growth in self-efficacy began as the interns attempted to manage problems and take risks. © 2000 Human Sciences Press, Inc.

引用

页码：365 / 383

页数：18

共 25 条

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