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ERIC Number: ED422293
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 36
Abstractor: N/A
Reference Count: N/A
Factors Influencing Preservice Teachers' End-of-Training Teaching Performance.
Jablonski, Ann M.
This study investigated components of preservice training likely to influence the development of expertise in teaching. The study examined whether perceived self-efficacy, cognitive skills for teaching, basic teaching skills, beginning training teacher performance, knowledge of subject matter, knowledge of teaching, teacher work environment, and teacher characteristics would predict end-training preservice teacher performance. A group of 16 liberal arts and business graduates who completed a preservice elementary education program completed survey instruments, tests, and interviews. Data also came from direct observation, videotape recordings, and admissions and program records. Researchers collected the behavioral, cognitive, and background data, then organized them into prediction and outcome domains using a structural model. Data analysis indicated that perceived self-efficacy was a significant predictor of performance. Two types of end-year teaching performance (appropriate patterns of instruction and off-task activity) were significantly predicted by teaching performance and cognitive skills. Teaching performance was dependent on initial training. The study concludes that end-year teaching performance is related to the degree to which interns have acquired cognitive models and have learned to apply them. (Contains 20 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A