ERIC Number: EJ1175620
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1837-6290
EISSN: N/A
Finnish Teacher Education and Its Contributions to Pre-Service Teachers' Instructional Self-Efficacy
Juuti, Kalle; Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond; Turmo, Are
Issues in Educational Research, v28 n2 p422-437 2018
This study focuses on how Finnish pre-service teachers' instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachers' instructional self-efficacy. We also found two factors that contributed positively to pre-service teachers' instructional self-efficacy: supervisor's feedback and perceived practical examples in general pedagogy courses.
Descriptors: Teacher Education, Self Efficacy, Foreign Countries, Teacher Attitudes, Preservice Teachers, Student Attitudes, Structural Equation Models, Feedback (Response), Teaching Methods, Supervisors, Teacher Supervision, Behavior Problems, Classroom Techniques, Learner Engagement, Statistical Analysis
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A