The Effects of Early Clinical Teaching Experiences on Pre-Service Teachers' Self-Efficacy

Autor/in	Androzzi, Jared
Titel	The Effects of Early Clinical Teaching Experiences on Pre-Service Teachers' Self-Efficacy
Quelle	(2011), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7783-9
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teacher Education; Self Efficacy; Physical Education Teachers; Teacher Effectiveness; Education Courses; Gender Differences; Elementary School Students; Student Teachers; Pretests Posttests; Statistical Analysis; Lesson Plans; Interviews; Course Evaluation; Student Attitudes; Practicums; Self Concept Measures + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fortbildungskurs; Geschlechterkonflikt; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Statistische Analyse; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Schülerverhalten; Practicum; Praktikum; Praktika
Abstract	In-service teachers are often lack sufficient teaching experience (Block et al., 2010) that leads to being psychologically unprepared to confront many challenges in teaching. Providing ample experiences for Physical Education Teacher Education (PETE) students in a pedagogical setting parallel to that which they will one day teach (Kirk & Macdonald, 2001; Lave & Wenger, 1991) is imperative. The purpose of this study was to investigate the psychosocial dynamics of a course specifically designed around Self-Efficacy Theory (Bandura, 1977) to improve PETE students' self-efficacy and teaching ability. Additional goals were to investigate how these factors affect pre-service teachers. self-efficacy and to discover how males' and females' perceptions of teaching during these clinical teaching experiences. Twenty-seven PETE majors enrolled in "Teaching Educational Games" taught nine lessons they constructed to elementary-aged children from the home school community over a period of nine weeks. Subjects completed the Teacher Sense of Efficacy Scale (Tschannen, et al, 2011) prior to and after their clinical teaching experiences. Repeated measures ANOVA found a significant difference (0.006, when p less than 0.01) over time in subjects' overall self-efficacy. Cross-case analyses of lesson plan reflections, course evaluations, and individual interviews with six randomly-selected subjects (males N = 3, females, N = 3) found that "performance accomplishments" and "vicarious experiences" played a significant role in improving subjects' self-efficacy while "verbal persuasions" did not. Subjects' self-efficacy of "student engagement", "classroom management" and use of "instructional strategies" improved as a result of "hands-on teaching". Subjects believed that "matching teacher-student gender" was an effective method for managing misbehavior. Findings are valuable for developing PETE courses designed to improve self-efficacy, yet future research is needed on pre-service teachers' perceptions gender and teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2017/4/10