Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

Kang Ma; Anne McMaugh; Michael Cavanagh

doi:10.1177/00049441211060474

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

Kang Ma^*, Anne McMaugh, Michael Cavanagh

^*Corresponding author for this work

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

9 Citations (Scopus)

33 Downloads (Pure)

Abstract

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

Original language	English
Pages (from-to)	57–72
Number of pages	16
Journal	Australian Journal of Education
Volume	66
Issue number	1
Early online date	3 Jan 2022
DOIs	https://doi.org/10.1177/00049441211060474
Publication status	Published - 1 Apr 2022

Keywords

self-efficacy
teacher education
teaching practice
teachers' self-efficacy
professional placements

Access to Document

10.1177/00049441211060474

Accepted author manuscriptAccepted author manuscript, 735 KBLicence: Unspecified

Cite this

@article{0203d112318e47648164f19ca1cfb993,

title = "Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements",

abstract = "This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.",

keywords = "self-efficacy, teacher education, teaching practice, teachers' self-efficacy, professional placements",

author = "Kang Ma and Anne McMaugh and Michael Cavanagh",

year = "2022",

month = apr,

day = "1",

doi = "10.1177/00049441211060474",

language = "English",

volume = "66",

pages = "57–72",

journal = "Australian Journal of Education",

issn = "0004-9441",

publisher = "Australian Council for Educational Research",

number = "1",

}

TY - JOUR

T1 - Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

AU - Ma, Kang

AU - McMaugh, Anne

AU - Cavanagh, Michael

PY - 2022/4/1

Y1 - 2022/4/1

N2 - This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

AB - This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

KW - self-efficacy

KW - teacher education

KW - teaching practice

KW - teachers' self-efficacy

KW - professional placements

UR - http://www.scopus.com/inward/record.url?scp=85122285155&partnerID=8YFLogxK

U2 - 10.1177/00049441211060474

DO - 10.1177/00049441211060474

M3 - Article

AN - SCOPUS:85122285155

SN - 0004-9441

VL - 66

SP - 57

EP - 72

JO - Australian Journal of Education

JF - Australian Journal of Education

IS - 1

ER -

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research

Preservice teachers’ reflections on their teaching self-efficacy changes for the first professional experience placement

Cite this