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ERIC Number: EJ1023979
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0261-9768
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Estonia
Grant or Contract Numbers: N/A