Novice Teacher Self-Efficacy and Reflections on the Student Teaching Experience
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Authors
Brittain,Katherine
Issue Date
2023-03-24
Type
Other
Language
en_US
Keywords
Teaching , Classroom Management , Efficacy
Alternative Title
Abstract
Novice teachers often report feeling unprepared for their teaching positions, even after completing a real-time student teaching experience. Novice teacher efficacy has been found to decrease over the course of the first year of teaching. The purpose of this sequential mixed methods case study was to identify efficacy changes in the first three months of teaching and to explore the relationship between student teaching experiences and efficacy levels. Data was collected in the form of surveys, interviews, and document reviews. An analysis of themes revealed that observations and collaborative experiences within student teaching have a great impact on novice teacher efficacy. Student teachers felt their experiences helped them build efficacy within student engagement, but that they would have benefited from additional experiences and learning within classroom management and instructional strategies. Recommendations for the improvement of the student teaching experience were also collected and included: observations of various teachers and grade levels, attending PPT meetings and having special education related experiences, and additional coursework within classroom management. The results of this study benefit educational leaders by informing teacher preparation policy change, as well as the requirements of student teachers and cooperating teachers at the university and district levels.
Description
Advisor: Kathleen Wallace Ed.D.
UB RISE 2023, School of Education, University of Bridgeport.