How Preservice Teachers' Sense of Teaching Efficacy and Preparedness to Teach Impact Performance During Student Teaching

• In Event: Roundtable Session 55
  In Roundtable Session: Self-Efficacy, Beliefs, and Perceptions of Preservice Elementary Teachers

Abstract

The purpose of this study was to investigate the relationship between pre-service teachers’ (participating in an early and elementary teacher education program) sense of teaching efficacy and feelings of preparedness and actual performance during student teaching. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly from pre to post student teaching. Pre-service teachers’ performance in the classroom was positively correlated with their feelings of preparedness to teach but not with their teaching efficacy. According to responses on open-ended questions, the most important part of pre-service teachers’ preparation included the observing and participating in classrooms; the opportunity to learn from more than one experienced teacher; and feedback from their cooperating teachers and university supervisor.

Authors

• Amber L. Brown, University of North Texas

• Joyce Myers, The University of Texas - Arlington

• Denise Ann Collins, The University of Texas - Arlington