ERIC Number: EJ1096239
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: 47
The Contextual Difference: Developing Preservice Teacher Efficacy through Immersive Learning Experiences
Thomas, Kendra E.; Mucherah, Winnie M.
Education and Urban Society, v48 n4 p364-383 May 2016
This study's purpose was to examine the self-efficacy of preservice teachers throughout an immersive learning semester and compare it with a control group. The study suggests that a community-based immersive program supports preservice teacher efficacy development within the dynamic cultural context of families and schools. The immersive learning participants' (n = 32) teacher efficacy was assessed thrice and compared with a traditional on-campus program (n = 64). Using the Teacher Sense of Efficacy Scale, results revealed significant improvement in the Immersive group across time in all three areas (Engagement, Management, and Instruction). Comparison of net gains between groups suggests that an immersive and supportive environment promotes preservice teacher efficacy development even in the midst of a socio-cultural gap between preservice teachers and students.
Descriptors: Preservice Teachers, Self Efficacy, Comparative Analysis, Control Groups, Cultural Context, Urban Education, Urban Schools, Teacher Student Relationship, Teacher Effectiveness, Undergraduate Students, Early Childhood Education, Elementary Education, Teacher Education Programs, Teacher Education, Experimental Groups, Statistical Analysis, Pretests Posttests, Personality Measures
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A