The Role of Passion for Teaching and Teaching Beliefs in Predicting Early Childhood Preservice Teachers’ Sense of Teacher Efficacy

• In Event: Supporting Elementary Preservice Teachers’ Beliefs and Self-Efficacy in Mathematics

Abstract

This study was to examine the effects of two major psychological perspective pertaining teaching, harmonious/obsessive passion and constructivist/traditional beliefs, on preservice teachers’ sense of teacher efficacy. A total of 212 early childhood pre-service teachers in the metro area of Seoul Korea were participated in this study. The results suggest preservice teachers’ constructivist teaching belief developed during their teacher preparation was the most significant predictor, followed by harmonious passion. Traditional belief was not a positive predictor of preservice teachers’ adaptive outcome, teacher efficacy. This study discussed educational implications for educating preservice teachers’ harmonious passion for teaching and the teaching profession, along with the benefits of constructivist teaching belief and practice to enhance early childhood preservice teachers’ sense of teacher efficacy.

Author

• Hyunjin Kim, University of Rhode Island