Changes in Teacher Self-efficacy in the First Year of Primary School Teacher Education Study
The beginning phase of teaching is a time of flux in the self-efficacy beliefs held by teachers. Little is known, however, about the exact peaks and troughs that beginning teachers experience. While it is theorized that teacher self-efficacy increases during teacher education and declines during the beginning months of teaching (Tschannen-Moran and Woolfolk Hoy, 2007), little is known specifically about the changes during the period of engagement in teacher education programs.
This paper reports on the first stages of a longitudinal study that sets out to explore pre-service teacher self-efficacy as students journey through their four-year program of study. It reports on initial levels of self-efficacy in the first week of entering a teacher education program and the changes after completion of one year of the degree. Findings are important as they provide insights for teacher educators and institutions to support the development of positive teacher self-efficacy beliefs.
||Teacher Self-efficacy, Beginning Teacher, Teacher Education
Journal of the World Universities Forum, Volume 5, Issue 1, pp.87-96.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 291.304KB).
Griffith University, School of Education and Professional Studies, Griffith University, Griffith University, Queensland, Australia
The main focus of Susanne Garvis’s work at the University of Queensland has been on the professional development of pre-service teachers. Susanne’s research and teaching interests include teacher education and arts education, with a particular interest in music. Susanne is currently undertaking a PhD study into the development of beginning teacher self-efficacy beliefs in arts and music education.
Griffith University, Queensland, Australia
Associate Professor Donna Pendergast has conducted a number of national research projects of significance, including “Beyond the Middle”, which investigated literacy and numeracy in middle schooling; and “Lifelong Learning and Middle Schooling”. She has completed an evaluation of the Education Queensland Virtual Schooling Service and is often employed as a consultant to review school reform initiatives. Donna has several books published of relevance to contemporary teacher work, including Teaching the Middle Years; The Millennial Adolescent; and Groovy Chicks and Blokey Blokes. Donna is highly sought after as a speaker on the topic of the MilGen and teaching, and has completed several intergenerational studies in content areas.
Lecturer, School of Education and Professional Studies, Griffith Univerrsity, Southport, Queensland, Australia
Jayne Keogh is a Lecturer in Education with expertise in diversity and the middle years of schooling. She is a qualitative researcher with a particular interest in the experiences of beginning teachers and pedegogic practice.
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