Classroom ready? Pre-service teachers' self-efficacy for their first professional experience placement

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9 Citations (Scopus)

Abstract

This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and suggestions from the study are discussed.

Original languageEnglish
Article number8
Pages (from-to)134-151
Number of pages18
JournalAustralian Journal of Teacher Education
Volume43
Issue number7
DOIs
Publication statusPublished - Jul 2018

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