Abstract
Professional experience is a core component of pre-service teaching degrees and provides opportunities for teachers-in-training to develop workplace competencies and skills as well as opportunities to relate theory to practice and assist in the formation of a neophyte's identity as a teacher. The professional experience is also thought to contribute to the student's growing sense of confidence—or self-efficacy—in general and specific pedagogical practices. This study was designed to examine how student teachers' perceptions of self-efficacy for teaching changed as a result of their participation in a three-week professional experience program in a school. Fifty-five students, enrolled in two different undergraduate education courses in a regional New South Wales university, participated in the research. Pre and post-tests were administered to determine change in self-efficacy perceptions for undertaking a range of curriculum, teaching and learning duties during professional experience. Self-efficacy results are compared to interview data and professional experience reports to gain insights into the development of student teachers in the two undergraduate courses
| Original language | English |
|---|---|
| Title of host publication | Australian Teacher Education Association |
| Subtitle of host publication | Proceedings of the 33rd Annual Australian Teacher Education Association Conference held at the Crowne Plaza Surfers Paradise, Australia, 6 – 9 July 2005. |
| Publisher | Griffith University |
| Pages | 423-429 |
| Number of pages | 8 |
| Publication status | Published - 2005 |
| Externally published | Yes |