A Yearlong Examination of Teacher Candidate Self-Efficacy Across Semesters and Institutions


• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Engaging Efficacy in Prospective Teacher Education Research

Abstract

Teacher candidates’ self-efficacy is an integral component to longevity and success as a teacher. Beyond preparing teacher candidates with content knowledge and pedagogy, teacher preparation programs must be cognizant of the self-efficacy of the teacher candidates enrolled. The purpose of this study is to analyze the impact of teacher preparation on TCs’ self-efficacy. Using both qualitative and quantitative data, this yearlong study investigated teacher candidate self-efficacy across three institutions and across semesters. Teacher candidates in this study rated themselves with high self-efficacy. Quantitative analysis did not reveal significant differences between institution nor semester. Qualitative data pinpointed elements of teacher preparation that attributed to feeling efficacious: lesson planning, time in field placements, and mentor teachers modeling best practices.

Authors

• Stefanie Livers, Missouri State University

• Tammi R. Davis, Missouri State University

• Sijia Zhang, The University of Alabama

• Jackie Sydnor, Ball State University

• Sharon Daley, Indiana University - Bloomington

• Chloé Bolyard, Missouri State University