Exploring the Relationship Between Preservice Teachers' Epistemological Beliefs and Efficacy in an Immersive and Traditional Practicum Experience

• In Event: 73.042 - Paired and Traditional Practicums in Clinically Rich and Non–Clinically Rich Teacher Education

Abstract

This study examined the relationship between pre-service teachers’ epistemological beliefs and teacher-efficacy beliefs across a semester in an immersive and traditional practicum experience. The study included 159 pre-service teachers in a control group (n=107) and the immersive learning program (n=52). Participants completed shortened versions of Teachers’ Sense of Efficacy Scale and the Teacher Belief Scales during the first week of the semester and again during the last week of the 16-week semester. Canonical correlations were conducted in both groups at the beginning and end of the semester and the results revealed important relationships between beliefs in Omniscient authority and Quick learning and all three of the teacher efficacy sub-scales (management, engagement, and instruction). Implications and further research considerations are discussed.

Authors

• Winnie Mucherah, Ball State University

• Jon M. Clausen, Ball State University

• Eva M. Zygmunt, Ball State University

• Patricia Clark, Ball State University

• Susan Tancock, Ball State University

• Kendra Joy Edwards Thomas, Ball State University