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dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorKeogh, Jayneen_US
dc.contributor.editorBruce Hynesen_US
dc.date.accessioned2017-04-24T12:40:51Z
dc.date.available2017-04-24T12:40:51Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T02:34:24Z
dc.identifier.issn03135373en_US
dc.identifier.urihttp://hdl.handle.net/10072/41949
dc.description.abstractPre-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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent138211 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherSocial Science Pressen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://ro.ecu.edu.au/ajte/vol36/iss12/4/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom46en_US
dc.relation.ispartofpageto58en_US
dc.relation.ispartofissue12en_US
dc.relation.ispartofjournalAustralian Journal of Teacher Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)en_US
dc.subject.fieldofresearchcode130102en_US
dc.titlePre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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