1 / 10

The Effect of Student Teaching on Pre-service PE Teachers’ Efficacy Beliefs

The Effect of Student Teaching on Pre-service PE Teachers’ Efficacy Beliefs. Zan Gao , University of Utah, Salt Lake City, UT Ping Xiang, Texas A&M University, College Station, TX Wenhao Liu, Slippery Rock University, PA. Introduction.

eugenia-garrett
Download Presentation

The Effect of Student Teaching on Pre-service PE Teachers’ Efficacy Beliefs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Effect of Student Teaching on Pre-service PE Teachers’ Efficacy Beliefs ZanGao, University of Utah, Salt Lake City, UT Ping Xiang, Texas A&M University, College Station, TX Wenhao Liu, Slippery Rock University, PA

  2. Introduction • Teachers’ efficacy beliefs, defined as teachers’ beliefs about their abilities to affect valued student outcomes, can influence teachers’ views of teaching and learning. • Teachers’ efficacy beliefs may be cultivated during their early experiences as pre-service teachers, especially as student teachers (Bandura, 1997). • Student teaching provides an opportunity for pre-service teachers to gather information regarding their personal abilities for teaching. However, the effects of student teaching on efficacy beliefs remain inconclusive.

  3. Introduction • In the academic domains, some researchers insisted that student teachers’ efficacy beliefs would increase, whereas others argued that they may be somewhat damaged. • In PE, Martin and Kulinna (2003, 2004) have examined the changes of PE teachers’ efficacy beliefs as a result of professional development. • No studies are available on the development of PE student teacher’s efficacy beliefs in student teaching semester.

  4. Research Purpose and Question • Purpose: To determine if student teachers’ efficacy beliefs would change statistically as a result of four-month student teaching. • Question: What is the impact of the student teaching semester on student teachers’ efficacy beliefs in PE?

  5. Methods • A pretest-posttest design used to examine student teachers’ efficacy beliefs • Participants: 145 PE major students (58 males, 87 females; Mage = 24.22, SD = 2.65) • Final sample: 121 participants (49 males; 72 females) • From year 2006-2008 at four U.S. universities

  6. Instrumentation • The modified Teacher Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) consists of 1. Efficacy for student engagement (e.g., How much can you do to get through to the most difficult students? ) 2. Efficacy for instructional strategies (e.g., How well can you respond to difficult questions from your students? ) 3. Efficacy for class management (e.g., How much can you do to control disruptive behavior in the class?) * All responses made on 9-point Likert scales

  7. Data Analyses • 1. Means and standard deviations for pre-test and post-test scores on the scale were computed. 2. An ANOVA with repeated measures was performed to examine changes in student teachers’ three efficacy beliefs between the pre-test and post-test data.

  8. Results • The results revealed a significant change of student teachers’ efficacy beliefs over time, F (3, 118) = 22.35, p = .00, η2 = .36. Table 1. Descriptive Statistics(N =121) a: there is a significant difference between the tests, p < .05.

  9. Discussion • Increased efficacy beliefs reported by student teachers in this study indicate student teaching experiences can have a positive effect on student teachers’ efficacy beliefs. • This finding provides empirical support for the view that student teaching represents a crucial early stage of shaping student teachers’ beliefs in their prospective teaching careers. • Future studies might focus on the effective interventions that facilitate student teachers’ efficacy beliefs.

  10. Limitations • Call for qualitative data (e.g., open end interview). • Consider students’ background knowledge, personal experiences, etc.

More Related