文章基本信息

标题：The effect of school-based experience on preservice teachers' self-efficacy beliefs
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作者：David A. G. Berg ; Lisa F. Smith
期刊名称：Issues in educational research
印刷版ISSN：0313-7155
电子版ISSN：1837-6290
出版年度：2018
卷号：28
期号：3
页码：530-544
出版社：Australian Institutes for Educational Research
摘要：This research examined preservice teachers’ self-efficacy beliefs immediately prior to andafter the final practicum for an undergraduate three-year primary education teachingprogram. The primary purpose of the study was to explore the effect of the capstonepracticum experience on the students’ teacher self-efficacy beliefs. A secondary objectivewas to compare the utility of two established measures of teacher self-efficacy. A cohortof preservice teachers from New Zealand (N = 75) completed the Teachers’ Sense ofEfficacy (long form) (Tschannen-Moran & Woolfolk Hoy, 2001) and the English versionof the Norwegian Teacher Self Efficacy Scale (Skaalvik & Skaalvik, 2007), before andafter their final practicum placements. Results indicated that the participants’ self-efficacybeliefs increased from pre to post. Further, the NTSES and the TSES were both foundto be useful measures for assessing preservice teachers’ self-efficacy beliefs, with theNTSES providing more differentiated evaluation. These results are discussed in thecontext of how capstone practicum experiences can enhance preservice teachers’ teacherself-efficacy beliefs.