Changes in First-Year Intern Teachers' Self-Efficacy and Confidence in Teaching

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-4 - Changes in Self-Efficacy and Identity in Teacher Preparation

Abstract

This study examined how first-year intern teachers’ self-efficacy and confidence for general teaching practices varies across their final education and induction year. We found a significant multivariate effect over time (i.e., beginning of summer methods courses, end of summer methods courses, fall of internship year, and spring of internship year) and significant univariate effects on four factors derived from the factor analysis (Environment, Differentiation, Respecting Differences, and Integration). Tukey post hoc tests showed a similar pattern across time for each component in which the teachers mean self-efficacy in each area increased from the beginning to the end of the summer methods courses; then it decreased in the fall semester and finally increased again in the spring for the final survey.

Authors

• Nancy Dubinski Weber, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University

• Kayla Braziel Rollins, Texas A&M University

• Danielle Bairrington Brown, Texas A&M University

• Larry J. Kelly, Texas A&M University