Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Laurel Corbett
Crandall University
Table of Contents
Methodology ………………………………………………………………………… 15
Data ………………………………………………………………………………….. 16
Implications …………………………………………………………………………. 18
References …………………………………………………………………………….22
Research Question
Do pre-service teachers feel more prepared and confident to enter the classroom after having
Our interest in this subject is that we are ourselves pre-service teachers. We would like to learn
Literature Review
Article 1 (Laurel):
1. Citation:
Haverback, H., & Parault, S. (2008). Pre-service reading teacher efficacy and tutoring: A
review. Educational Psychology Review, 20(3), 237–255.
doi: 10.1007.s10648.008.9077.4
4. Thesis & Essential Points: The authors of this article did their research based on
literature on the idea that preservice teachers who not only had field experience but had a
field experience with tutoring from an overseeing teacher have better self-efficacy going
into their practice. The tutoring has been found to have a more positive impact on pre-
service teachers and the content they teach.
7. What forms of data help the authors answer the questions: Tutoring research came
from the ‘PsychInfo’ database and was reviewed using various keywords. In addition,
there was reading done on the theoretical background pertaining to tutoring and pre-
service teacher reading education. They used many articles, journals and other various
information were taken from other professionals in the field. The purpose was not to
replicate the information but to expand upon and use it as a guide for future research.
8. What themes emerge about the original questions: Many believed that previous life
experiences were of aid in the process of becoming a teacher. These did not always
include being a reading tutor but sometimes just visiting a resource center once a week or
engaging with schools. Though this is true, it is also said that often the results of both
sides of the coin were very similar and more research is necessary.
Article 2 (Laurel):
1. Citation:
DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and
emotional states. Emotional & Behavioural Difficulties, 21(1), 119–132.
doi: 10.1080.13632752.2015.1120057
4. Thesis & Essential Points: This literature review will… “…Highlight research on the
relationship between emotional states and teacher efficacy and also discuss how efficacy
beliefs are shaped through pre-service teachers’ experience in teacher preparation
programme.”
5. Research Questions, problems, issues addressed: The issues that are addressed within
this article are those relating to various mental and emotional issues a teacher could face
and how that effects their efficacy. These include stress, depression, and anxiety. After
looking at the effects on teachers in the system they take a look at how these might affect
pre-service teachers and their self-efficacy, beliefs and student teaching experiences.
7. What forms of data help the authors answer the questions: They used data from a
pre-existing program that was also collecting on the same topic. They also collected using
surveys, demographic data, field placement observations and test scores.
8. What themes emerge about the original questions: A theme that emerged from this
study was that emotional and mental health did effect both teacher and pre-service
teachers in their self-efficacy. Those teachers and pre-service teachers who happened to
have more stress, anxiety or dealt with depression generally had a less self-efficacy. They
noted that it is important to foster a sense of emotional health to continue in the future
success of positive self-efficacy in pre-service teachers.
10. What connections can be made to other readings, classroom discussions: Often in
theory and practice class we tend to discuss the importance of knowing what our job
requires and keeping balance in our lives between work and social. I think that these
results come back to that because, often pre-service teachers (and other teachers) feel the
need to be on their a-game all the time and do more than what is required of them but this
can easily stress them out, cause performance anxiety and even depression depending on
the situation. We must be careful to keep ourselves in a good place.
Article 3 (Jordan):
McLean, D., Eklund, K., Kilgus, S. P., & Burns, M. K. (2018). Influence of teacher burnout and
self-efficacy on teacher-related variance in social-emotional and behavioral screening
scores. School Psychology Quarterly. https://doi.org/10.1037/spq0000304
The bulk of this article evaluates the correlation between teacher burnout and self-efficacy on
specific screening scores regarding social-emotional and behavioural tendencies and
characteristics. By using the Social, Academic, and Emotional Behaviour Risk Screener
(SAEBRS) for each student, teachers simultaneously completed rating scales regarding their self-
efficacy and levels of burnout. According to the article, further evidence found that when
combined, burnout and self-efficacy variables accounted for 7-30% of teacher variance in
screening scores. Another aspect that could be tied into this study is work-life balance, and the
importance of respecting the abilities of one’s self.
Article 4 (Jordan):
Yolcu, E., & Sarı, M. (2018). Teachers’ Qualities and Self-Efficacy Perceptions in Character
Education. Acta Didactica Napocensia, 11(3–4), 35–48. https://doi.org/10.24193/adn.11.3-4.3
This second article examines and studies the inevitable affect that teacher’s have on a student’s
character as they progress through the public school system. With just over 300 teachers
involved in the study, the Qualities and Efficacies of Teacher in Character Education Scale
(QETCES) was developed. The findings showed that women teachers had higher scores
regarding both importance level and self-efficacy perception or character education. This type of
study can be used to gain insight on the effect a teacher can have on a student outside of the
curriculum. Another way to plot this information would be to explain how the hidden curriculum
could affect the students in both negative and positive ways, strongly dependant on the socio-
economic status, culture, beliefs and other variables of the student.
Article 5 (Hayley):
6. Participants, audience and The participants in this study were PS teachers (87)
or subjects attending teacher education programs at two different
universities in the midwestern and western United States.
The participants were Caucasian (98%) or African
American (2%), mostly female (99%), and between the
ages of 20 and 29.
7. What forms of data help The Teachers' Sense of Efficacy for Literacy Scale
the authors answer the (TSELS; Johnson & Tschannen-Moran, 2003), currently
questions problems or referred to as the Teachers' Sense of Efficacy for
issues Language Instruction (TSELI; Tschannen-Moran &
Johnson), was used to measure pre-service teachers' self-
efficacy related to performing literacy instructional tasks.
Article 6 (Hayley):
1. APA formatted citation Costa, J., Martins, M., & Onofre, M. (2015).
Practicum experiences as sources of pre-
service teachers’ self-efficacy. European
Journal of Teacher Education. 38/2, pp. 263-
279.
2. Describe type of article Academic peer-reviewed periodical
3. Useful references included ___
4. Summarize the text’s thesis and This study examines physical education pre-
essential points service teachers’ (PTs) self-efficacy and
practicum experiences as self-efficacy sources
through a “mixed-method approach” (Costa,
J., Martins, M., & Onofre, M., 2015, p. 263).
A self-efficacy questionnaire was applied to
141 PTs and the results showed a stronger
self-efficacy in the relationship with students
and discipline promotion. Lower self-efficacy
was linked to instructional strategies.
6. Participants, audience and or subjects The participants of the first phase were 141
PTs (52 females and 89 males) from two of
the Portuguese faculties that certify physical
education teachers.
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Article 7 (Deanna):
1. APA formatted Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical
citation and Research Considerations. New Educational Review, 21(2), 17–30.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=704960
73&site=ehost-live
2. Describe type of Academic Research
article
3. Useful references Survey questions included
included
4. Summarize the Introduction: It touches on Bendura’s theory about self efficacy (mastery
text’s thesis and learning experiences, vicarious experiences,
essential points social persuasion, and physiological and emotional states).
Thesis: “teacher may be convinced of his/her own ability to teach (PTE)
but doubtful about his/her pupils’ ability to learn successively (GTE), or
may believe that his/her pupils’ ability to learn is irrespective of his/her
own inability to teach”.
5. Research Whether teacher self-efficacy and general beliefs teachers have about
question, teaching environment influence each other.
problem, or issue
addressed
6. Participants, 135 students enrolled in five year teacher education programmes at the
audience and or Faculty of Education, Comenius University in Bratislava.
subjects The original sample included:
16% year one students (n = 21),
40.5% year two students (n = 55),
16% year three students (n = 21),
14.5% year four students (n = 20), and
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Article 8 (Deanna):
1. APA formatted citation Colson, T., Sparks, K., Berridge, G.,
Frimming, R., & Willis, C. (2017). Pre-
service teachers and self-efficacy: A study in
contrast. Discourse & Communication for
Sustainable Education, 8(2), 66–76.
https://doi.org/10.1515/dcse-2017-0016
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4. Summarize the text’s thesis and They want teachers to have a better sense of
essential points self-efficacy because a large majority of them
quit within the first five years – they hope that
a better sense of self-efficacy will entice them
to stay in the profession (less reality shock)
7. What forms of data help the authors Quantitative survey based on a Likert scale
answer the questions problems or The participants were asked to complete a 24
issues question survey on Teachers’ Sense of
Efficacy in addition to nine demographic
questions (the specific questions were not
included in the article).
The survey aimed to measure teacher attitudes
towards: working with students, student
engagement, instructional practices, and
classroom management.
9. What is important and or interesting in “The year-long teacher candidates felt very
general about these results confident in their classroom management
skills versus the one semester teacher
candidates. Conversely, teacher candidates in
a year-long student teaching placement and
teacher candidates in a one semester student
teaching placement showed no significant
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the awareness of internal and external abilities that affect student performances through
management.
b) Based on our literature review, we come to understand that pre-service teacher self-
efficacy is important because 50% of teacher leave the profession in the first five years,
so determining self-efficacy rates and trying to fix that could minimize the number of
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Methodology
Survey Intro
Our group, as both Crandall University Bachelor of Education students and pre-service teachers
have a goal to understand the preparedness and confidence levels of pre-service teachers. The
survey should take no more than 10 minutes to complete. Thank you for participating in our
study.
Survey Questions (using a 4 point Likert scale: 1- strongly disagree; 2- disagree; 3- agree; 4-
strongly agree):
1. I can help my students think critically.
2. I can motivate students who show low interest in school work.
3. I can craft good questions for my students.
4. I can foster creativity.
5. I can improve the understanding of a student who is failing.
6. I can provide alternate explanations when students are confused.
7. I can provide appropriate challenges for very capable students.
8. I know that I can maintain a positive relationship with parents even when tensions arise.
9. Even if I get disrupted while teaching, I am confident that I can maintain my composure
and continue to teach well.
10. I know that I can carry our innovative projects even when I am opposed by skeptical
colleagues.
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Data
Question number 3 was skipped by one person during the first round. All other questions were
answered by 21 people.
The second round of surveys were taken by 18 people.
Before After
Question 1 Average Number: 71 Average Number: 73
Total Number: 1,495 (compared at 71)
Total Number: 1,319
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We found that questions 6 and 8 dropped by at least 5 points. That means that people’s sense of
explanations diminished. All the other questions were fairly similar in results (varied by less than
5 points). Self-efficacy was high to begin with - all results centered around 75 which was labeled
as “agree”. Half of the results demonstrated improved self-efficacy, while the other half
Next Steps
Based on our data, we have concluded that interviewing in-service teachers who have just
finished their internship does not help with pre-service teaching self-efficacy. Therefore, the next
step in our action research would be to change our research question. One why we could
continue our research is by attempting a similar seminar but having pre-service teachers converse
with in-service teachers who have been in their own classroom for a longer period (2-5 years)
and see if pre-service teacher’s self-efficacy goes up after speaking with more experienced
teachers.
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Implications
a) What is the study’s significance for yourself – in terms of findings, with respect to
When I look over the research data that was collected and see that most everyone found
of going into teaching changed when I completed my first four months of teaching
overseas however, because of that time I feel now fairly prepared for my internship and
being put back into the classroom. I, having had taught previously, am in a different
position coming into this and consider myself an outlier. The findings, I believe, are a
good representation of how I felt before going into my last internship. I believe that they
also help me to think critically about how I will take care of myself and prepare for my
up-coming term in the classroom. There is always room to grow and therefore, I take the
data we gathered and I will use it to continue bettering my self-efficacy. Noting that there
is a bit of self-efficacy drop or some fear still in myself and others who took these
surveys is a reminder to myself that fear of the unknown will drive me to a better version
b) What is the study’s significance for yourself – in terms of the methodology of action
research as a form of teacher reflection and teacher practice with respect to your
I believe that having fulfilled the task of an action research project within the context of
class was a great way to being introduced to the steps. I believe that having the hands on
classroom. I understand now that there is a lot of work that goes into it and I believe that
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having a group around you to help bounce ideas and gather the data is incredibly helpful.
I think if I were to do this on my own it might look a little different, however, given that I
have a group of teachers in the same grade level looking to discover new techniques I
would greatly do it all over again with them. I think as long as there is even divide in the
would be beneficial as the process does create a lot of extra work on top of an already
very full teachers schedule. When looking at the methodology of this one I understand
the formality of it but I do also believe that there could be time cut out if done in a less
formal manner. I am thankful for this experience and will most definitely take the
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References
Colson, T., Sparks, K., Berridge, G., Frimming, R., & Willis, C. (2017). Pre-service teachers and
self-efficacy: A study in contrast. Discourse & Communication for Sustainable Education, 8(2),
66–76. doi: 10.1515.dcse.2017.0016
Costa, J., Martins, M., & Onofre, M. (2015). Practicum experiences as sources of pre-service
teachers’ self-efficacy. European Journal of Teacher Education. 38/2, pp. 263-279.
DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and emotional
states. Emotional & Behavioural Difficulties, 21(1), 119–132.
doi: 10.1080.13632752.2015.1120057
Haverback, H., & Parault, S. (2008). Pre-service reading teacher efficacy and tutoring: A
review. Educational Psychology Review, 20(3), 237–255.
doi: 10.1007.s10648.008.9077.4
McLean, D., Eklund, K., Kilgus, S. P., & Burns, M. K. (2018). Influence of teacher burnout and
self-efficacy on teacher-related variance in social-emotional and behavioral screening
scores. School Psychology Quarterly. https://doi.org/10.1037/spq0000304
Yolcu, E., & Sarı, M. (2018). Teachers’ Qualities and Self-Efficacy Perceptions in Character
Education. Acta Didactica Napocensia, 11(3–4), 35–48. https://doi.org/10.24193/adn.11.3-4.3
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