| Owner: |
Stephan Michael Putman
|
| Owner Email: |
sputman@uncc.edu
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| Paper Title: |
Examining the Impact of a Yearlong Internship on Candidates' Teacher Self-Efficacy
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| Session Title: |
Toward Culturally Sustaining and Social Justice–Oriented Teaching and Learning
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| Paper Type: |
Paper
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| Presentation Date: |
4/11/2021
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| Presentation Location: |
Virtual
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| Descriptors: |
Efficacy, Elementary Schools, Teacher Education - Pre-Service
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| Methodology: |
Quantitative
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| Author(s): |
Stephan Michael Putman, University of North Carolina - Charlotte; Anne Henry Cash, University of North Carolina - Charlotte; Andrew B. Polly, University of North Carolina - Charlotte
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| Unit: |
Division K - Teaching and Teacher Education
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| Abstract: |
Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an internship in elementary schools with diverse student populations along several dimensions of teacher self-efficacy. Candidates who participated in the internship demonstrated greater general and domain-specific teaching efficacy relative to candidates who completed the traditional teacher education program. Implications include structuring clinical experiences to maximize opportunities for mastery experiences and relationship-building.
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| DOI: |
https://doi.org/10.3102/1685040
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