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  • Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers

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    Author(s)
    Pendergast, D
    Garvis, S
    Keogh, J
    Griffith University Author(s)
    Pendergast, Donna L.
    Garvis, Susie M.
    Year published
    2011
    Metadata
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    Abstract
    Pre-service teacher education programs play an important role in the development of beginning teacher self-efficacy and identity. Research suggests that this development is influenced by the 'apprenticeship of learning'. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning teacher pre-service teachers' views of what it is to be a teacher. In 2010, ...
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    Pre-service teacher education programs play an important role in the development of beginning teacher self-efficacy and identity. Research suggests that this development is influenced by the 'apprenticeship of learning'. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes. This paper reports on the first phase of a longitudinal study that investigates beginning teacher pre-service teachers' views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered twice (start and end of the year) to beginning pre-service teachers enrolled in three programs: the Graduate Diploma of Early Childhood Education; Graduate Diploma of Education - Primary; and the Graduate Diploma of Education - Secondary. Identity data in the form of text and visual representations of the teachers was also collected. This paper focuses on the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy. Implications for further research are shared.
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    Journal Title
    Australian Journal of Teacher Education
    Volume
    36
    Issue
    12
    Publisher URI
    http://ro.ecu.edu.au/ajte/vol36/iss12/4/
    Copyright Statement
    © The Author(s) 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
    Subject
    Education
    Early childhood education
    Publication URI
    http://hdl.handle.net/10072/41949
    Collection
    • Journal articles

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