The Impact of Teacher Preparation on Motivation and Self-Efficacy: Comparison of Traditional and Alternative Programs

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-8 - Preservice Teachers Experiences in Teaching and Learning Beyond the University

Abstract

As national attention focuses on STEM education, it is important to investigate if educators are adequately prepared to teach this challenging content. The present study examines the perceived effectiveness of traditional and alternative teacher preparation programs and the impact on self-efficacy and motivation. Recent graduates and current STEM teachers were surveyed (n=598) on the effectiveness of their preparation based on eight best practices. Participants also completed the TSES and WEIM inventories to measure self-efficacy and motivation. The results found that, while traditional program graduates rated their programs more effective, there was little to no significant difference between preparation programs. However, program effectiveness was strongly related to level of self-efficacy and intrinsic motivation highlighting the importance of effective preparation practices.

Authors

• Alexandra G. Sloane, Calvert School

• Juliann Dupuis, Notre Dame of Maryland University

• Mark J. Fenster, Notre Dame of Maryland University