ERIC Number: ED430677
Record Type: RIE
Publication Date: 1999-Apr
Reference Count: N/A
Early Childhood and Elementary Preservice Teachers' Beliefs.
Lin, Huey-Ling; Taylor, Janet; Gorrell, Jeffrey; Hazareesingh, Nedra; Carlson, Helen L.; Asche, Megan
This study examined the relationship between preservice teachers' perceived efficacy and their beliefs about teaching and learning. Subjects were 382 preservice teachers enrolled in either an early childhood or elementary teacher preparation program. Statistical analysis of responses to a version of the Gibson and Dembo Teacher Efficacy Scale revealed significant interactions between the two teacher preparation programs, the point where preservice teachers were in their programs (beginning or ending), and their academic major. Several factors differed across programs, including teachers' sense of their ability to work with children from diverse backgrounds and to use behavior management and discipline conceptions, and beliefs regarding their contribution to children's outcomes. Qualitative analyses revealed differences in preservice teachers' beliefs about teaching and learning between different programs and majors. The study identified similar patterns of preservice teachers' sense of efficacy and beliefs across teacher education programs. Preservice teachers' perceived efficacy appears to be associated with some emerging beliefs such as the concept of strong teacher responsibility for children's learning, their perception of their role as teachers, and some teacher characteristics of being stable, productive, positive, and responsible. (The Teacher Attitude Scale used in the study is appended.) (Author/JPB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the American Educational Research Association (Montreal, Canada, April 19-23, 1999).