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Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum


Rupp, Daniela; Becker, Eva S (2020). Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum. Teaching and Teacher Education, 99:1-17.

Abstract

This study examined situational fluctuations in student teachers’ (N = 120) development in self-efficacy during a three-week teaching practicum in Switzerland. Situational measurements (state) were assessed during a six-lesson teaching unit on written argumentation. Results showed that student teachers’ intra-individual state self-efficacy increased during the practicum. However, multilevel regression models indicated that student teachers’ state self-efficacy fluctuated considerably during the teaching unit with approximately 30% of variance being located at the lesson level. This variation was predicted by mastery experiences (i.e., experience of competence and instructional quality) and cooperating teachers’ discourse elements in lesson conferences (i.e., co-constructive planning, student teacher orientation).

Abstract

This study examined situational fluctuations in student teachers’ (N = 120) development in self-efficacy during a three-week teaching practicum in Switzerland. Situational measurements (state) were assessed during a six-lesson teaching unit on written argumentation. Results showed that student teachers’ intra-individual state self-efficacy increased during the practicum. However, multilevel regression models indicated that student teachers’ state self-efficacy fluctuated considerably during the teaching unit with approximately 30% of variance being located at the lesson level. This variation was predicted by mastery experiences (i.e., experience of competence and instructional quality) and cooperating teachers’ discourse elements in lesson conferences (i.e., co-constructive planning, student teacher orientation).

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Education, Teacher education, Student teachers’ sate self-efficacy, Intra-individual variability, Cooperating teachers, Lesson conferences
Language:English
Date:15 December 2020
Deposited On:21 Jan 2021 19:54
Last Modified:24 Jan 2021 20:36
Publisher:Elsevier
ISSN:0742-051X
OA Status:Hybrid
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1016/j.tate.2020.103252
Official URL:https://www.sciencedirect.com/science/article/pii/S0742051X20314438?via%3Dihub#!
Project Information:
  • : FunderSNSF
  • : Grant ID100019L_159505
  • : Project TitleLehren lernen mit Fachspezifischem Unterrichtscoaching durch Lehrpersonen und studentische Peers. Implementation und Wirkungen in heterogenen Praktikumskulturen in der Schweiz und in Deutschland
  • : Project Websitehttp://www.copra-online.net

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