Professional experience and undergraduate’s self-efficacy for teaching

Richard Taffe, Sally Knipe

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review

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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 languageEnglish
Title of host publicationAustralian Teacher Education Association
Subtitle of host publicationProceedings of the 33rd Annual Australian Teacher Education Association Conference held at the Crowne Plaza Surfers Paradise, Australia, 6 – 9 July 2005.
PublisherGriffith University
Number of pages8
Publication statusPublished - 2005
Externally publishedYes


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