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The Impact of Field Placement Design on Preservice Teachers' Self-Efficacy: A Comparative Study

Sat, April 18, 2:45 to 4:15pm, Hyatt, Floor: East Tower - Purple Level, Riverside West


Teacher education programs rely on a mixture of field placements and coursework to prepare teachers for the profession. The goal of the study is to understand the impact of field experience on pre-service teacher’s self-efficacy. This study examines three programs at two public institutions that utilize a Professional Development School model. Results support previous literature that shows a lack of consistency in the self-efficacy development of pre-service teachers and expands the available research by further investigating whether the program designs contribute to these differences. Initial results indicate that interns’ self- efficacy growth is impacted by program structure but the current quantitative study was not able to identify the specific features of the field structure design that contributed to these differences.