Impact of Clinical Practice on Preservice Teachers' Perceptions of Self-Efficacy
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Authors
Tyson, Emily
Issue Date
2016-12
Type
Dissertation
Language
en_US
Keywords
Dissertations , Education
Alternative Title
Abstract
This mixed methods study involved an exploration of preservice teachers’ perceptions of self-efficacy as they completed the clinical practice component of their teacher preparation programs. The quantitative component of this research study consisted of a pre- and post-questionnaire administered online to elementary and middle grades education majors who were participating in the clinical practice component of a teacher preparation program during the spring of 2016 (five public universities and colleges). Using a modified version of the Teacher Sense of Efficacy Scale (TSES), the researcher focused on preservice teachers’ perceptions of self-efficacy in three areas: student engagement, instructional strategies, and classroom management. An analysis of descriptive statistics and several paired-samples t tests showed that all four null hypotheses could be rejected, as there was a significant relationship between the clinical practice component of the teacher preparation program and preservice teachers’ sense of self-efficacy in the areas of student engagement, classroom management, and instructional strategies.
The case study component of the research consisted of the three selected preservice teachers, their collaborating teachers, and their university supervisors. Through personal interviews, anecdotal notes, classroom observations, and a collection of teaching evaluations, the researcher was able to identify school-related factors, such as classroom and university support and teacher preparation programs, as affecting preservice teachers’ self-efficacy levels. Personal experiences, including classroom experiences, were among the other common themes identified. Overall, preservice teachers reported a significant increase in self-efficacy levels from the beginning to the end of their clinical practice.