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ERIC Number: ED477509
Record Type: RIE
Publication Date: 2003
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of Length of Student Teaching on the Self-Efficacy and Classroom Orientation of Pre-Service Teachers.
Chambers, Sharon M.
This study investigated whether the length of a teacher education program would affect student teachers' self-efficacy and classroom management beliefs, noting whether there were differences between students who had been in one semester versus two semesters of student teaching in regard to classroom management and self-efficacy beliefs. During the spring and fall semesters, 55 secondary teacher education students from a mid-sized Texas university participated in the study. Participants included 28 who were completing the traditional two-semester student teaching program and 27 who were completing the one-semester program. Students in the one-semester program had the same experiences as those in the two-semester program through an intensified semester. Near the end of the student teaching semesters, students completed two questionnaires, the Attitudes and Beliefs on Classroom Control Inventory and the Teacher Efficacy Scale. Data analysis indicated that there were no differences in the belief systems of students who participated in the two-semester versus one-semester programs. (Contains 23 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
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 Southwest Educational Research Association (San Antonio, TX, February 13-15, 2003).