Influence of Teacher Preparation Programs’ Field Experiences on Preservice Teacher Candidates’ Sense of Teaching Efficacy

• In Event: Diverse Approaches Toward Investigating the Impact of Field Experience on Preservice Teachers

Abstract

In this mixed methods study, the researchers investigated the influence of five different teacher preparation programs’ field experiences on teacher candidates’ sense of teaching efficacy. Tschannen-Morgan & Woolfolk-Hoy’s (2001) Teacher Sense of Efficacy Scale questionnaire was administered to 221 participants as well as 11 interviews conducted with candidates enrolled in one of five teaching license paths in a large metropolitan university in the eastern part of the United States. Questionnaires were analyzed to determine the degree the number of hours of elementary teacher candidates’ field experiences influence their perceptions of their teaching efficacy. Results indicated that number of hours of field experience benefited candidates by exposing them to multiple cooperating teachers, students, and various learning environments.

Authors

• Alison Reddy, Old Dominion University

• Shana L. Pribesh, Old Dominion University

• Leigh Butler, Old Dominion University

• Charlene Fleener, Old Dominion University