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ERIC Number: ED324273
Record Type: RIE
Publication Date: 1989-Nov
Pages: 52
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Does Teacher Efficacy Begin with Teacher Education: Implications from Student Teacher Candidates.
Martin, Oneida L.
Four interval studies were conducted to examine possible developmental and transitional stages of efficacy in a teacher education program. Data were collected from 57 student teacher candidates at the beginning of their senior year. During student teaching 46 students (81 percent) participated, and during the beginning teacher year 35 first-year teachers (76 percent) participated. Four instruments were tested and employed to assess educational beliefs and preparation attainments, and student teacher and teacher efficacy. The study showed that these students did not view teaching in relation to preparing and managing students. At the preservice level, the development of pedagogical knowledge and skills appeared to mean successful performance. When the candidates were placed in classroom settings, some facets of efficacy developed during the program were strengthened. Yet, a lack of confidence to discipline students during student teaching was also felt during the beginning teaching year. The findings suggest that a high sense of efficacy begins early in teacher preparation programs. The results also suggest that there are developmental stages of teacher efficacy and that teacher candidates only experience perfunctory behaviors at the preservice level. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Little Rock, AR, 1989).