NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ816255
Record Type: Journal
Publication Date: 2007-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1366-4530
Beginning Teacher Efficacy and the Practicum in an EFL Context
Atay, Derin
Teacher Development, v11 n2 p203-219 Jul 2007
Over recent decades, there has been compelling evidence describing the powerful effects of teachers' sense of efficacy on their instructional activities as well as student outcomes. The present study explored the change of efficacy of prospective teachers over the student teaching period and the factors that might contribute to the change. Data collected through the Teachers' Sense of Efficacy Scale (adapted from Tschannen-Moran & Woolfolk Hoy, 2001) showed that at the end of the practicum the efficacy scores for instructional strategies decreased at a statistically significant level, whereas the classroom management and student engagement efficacy scores increased, the latter being at a significant level. Focus-group discussions revealed prospective teachers' awareness of their own teaching competence, their beliefs about teaching and learning, practices of their cooperating teacher, established classroom practices and the practicum school as the factors contributing to their self-efficacy during the practicum. (Contains 3 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey