Contribution of Field Experience and Personal Variables to Teaching Self-Efficacy Among Students Studying Special Education

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-1 - Division K Section 6 Poster Session. Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Approaches in Teacher Education

Abstract

This study examined the contribution of experience (type of field experience and prior educational or therapeutic experience) and personal variables (career decision-making self-efficacy and hope) to teaching self-efficacy of college students studying special education. Participants were 98 students: 58 participated in individual instruction based field experiences and 40 participated in group instruction based field experiences. They completed the Teacher Self-Efficacy Questionnaire, the Career Decision-Making Self-Efficacy – Short Form, the State Hope Scale, and a demographic questionnaire. The instruction and special education domains of teaching self-efficacy were predicted by type of field experience and personal variables, efficacy in teacher-student relations was predicted by experience related variables, and efficacy in educational organization was predicted by personal variables. Theoretical and practical implications are discussed.

Authors

• Rinat Michael, Tel Aviv University

• Michal Levi-Keren, The Kkibbutzim college of Education, Tel-Aviv University

• Meira Efrati-Virtzer, Tel Aviv University

• Rachel Gali Cinamon, Tel Aviv University

• Tova Most, Tel Aviv University