Teacher Preparation, New Teachers' Motivation, and Self-Efficacy in Japan and the United States

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Teachers' Perceptions of Teaching and Learning

Abstract

Drawing on data from Teaching and Learning International Survey 2018, this study examines the U.S. and Japanese new teachers’ motivation, teacher preparation, feeling of preparedness, and self-efficacy. More Japanese teachers than U.S. teachers reported teaching to be their first career choice. A large number of teachers in both countries reported teacher education training includes the content of subjects they taught. U.S. teachers reported significantly higher levels of feeling of preparedness than the Japanese did teachers. No significant differences were identified in self-efficacy. Both U.S. and Japanese teachers scored low on teaching in a multicultural or multilingual setting, a new domain of teacher self-efficacy, and reported the highest means on perceptions of value and policy influence as one teacher motivation.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada - Las Vegas

• Andromeda Hightower, University of Nevada - Las Vegas