"This Mentor Shapes 'U'": Change of Preservice Teachers' Information and Communications Technology Self-Efficacy During a Teaching Practicum

• In Event: Motivation in Education SIG Poster Session: The Role of Students' and Teachers' Competence Beliefs and Value Beliefs

Abstract

This study proposes a change model for facilitating preservice teachers’ ICT self-efficacy during their teaching practicum. We investigated changes of N=102 preservice teachers in their third academic year, which attended a five-month school internship. In detail, we shed light on the influence of perceived university supervision and mentoring quality in placement schools. Results show that ICT self-efficacy followed a systematic quadratic trend with gains and losses across time, depicting the shape of an inverted “U”. Furthermore, perceived mentoring quality moderated ICT self-efficacy slopes across the internship. Preservice teachers with highly-perceived mentoring quality showed steeper slopes. The inverted “U”-trend is turned into a more stable development if mentoring is of high quality.

Authors

• Mathias Dehne, Friedrich-Schiller-Universität Jena

• Alexander Groeschner, Friedrich-Schiller-Universität Jena

• Susi Klass, Friedrich-Schiller-Universität Jena