Changes in Student Teachers’ Sense of Efficacy During Student Teaching Practicum
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The main purpose of this study was to examine changes in student teachers’ levels of sense of efficacy before and after their student teaching practicum. Furthermore, this study examines the extent to which the variables of interest affected the student teachers’ sense of efficacy before and after teaching practicum. The subjects of this study were 127 student teachers double-majoring in elementary (K through Grade 3) and early childhood education who were enrolled in student teaching credits during Fall 2009 and Spring 2010 at a Midwestern research-extensive university in the United States. Paired t-tests indicated that the student teachers who responded to both pretest and posttest reported that their sense of efficacy increased significantly over time during a student teaching experience in overall student teachers’ efficacy scores. Along with the main results of this study, implications for research and practice were discussed.
Abstract
The main purpose of this study was to examine changes in student teachers’ levels of sense of efficacy before and after their student teaching practicum. Furthermore, this study examines the extent to which the variables of interest affected the student teachers’ sense of efficacy before and after teaching practicum. The subjects of this study were 127 student teachers double-majoring in elementary (K through Grade 3) and early childhood education who were enrolled in student teaching credits during Fall 2009 and Spring 2010 at a Midwestern research-extensive university in the United States. Paired t-tests indicated that the student teachers who responded to both pretest and posttest reported that their sense of efficacy increased significantly over time during a student teaching experience in overall student teachers’ efficacy scores. Along with the main results of this study, implications for research and practice were discussed.
참고문헌 (35)
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