Examining the Impact of a Yearlong Internship on Candidates' Teacher Self-Efficacy

• In Event: Toward Culturally Sustaining and Social Justice–Oriented Teaching and Learning

Abstract

Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an internship in elementary schools with diverse student populations along several dimensions of teacher self-efficacy. Candidates who participated in the internship demonstrated greater general and domain-specific teaching efficacy relative to candidates who completed the traditional teacher education program. Implications include structuring clinical experiences to maximize opportunities for mastery experiences and relationship-building.

Authors

• Stephan Michael Putman, University of North Carolina - Charlotte

• Anne Henry Cash, University of North Carolina - Charlotte

• Andrew B. Polly, University of North Carolina - Charlotte