ERIC Number: EJ1023979
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Looking Back on Experienced Teachers' Reflections: How Did Pre-Service School Practice Support the Development of Self-Efficacy?
Meristo, Merilyn; Ljalikova, Aleksandra; Löfström, Erika
European Journal of Teacher Education, v36 n4 p428-444 2013
This research focuses on experienced Estonian teachers' pre-service school practice. Each one of the 19 teachers interviewed in this study had over 25?years of professional experience. We were interested in their recollections of their pre-service school practice and the impact that their experience had on them professionally. The results indicate the importance of support systems and a cooperative atmosphere in the school, both of which enable a beginning teacher's self-efficacy. Despite the lack of explicit support structures from the 1960s to the 1980s, implicit support existed and played an important role in facilitating the development of student teachers' self-efficacy.
Descriptors: Foreign Countries, Preservice Teacher Education, Recall (Psychology), Program Effectiveness, Beginning Teachers, Self Efficacy, Teacher Effectiveness, Semi Structured Interviews, Teacher Attitudes, Communities of Practice, Reflection, Interpersonal Communication, Cooperation, Student Teaching, Interpersonal Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Estonia
Grant or Contract Numbers: N/A