Abstract
Teaching is a complex yet rewarding career; still, 40% - 50% of teachers leave the field within the first five years of their career (Ingersoll & Strong, 2011). Teacher preparation programs are often criticized for the lack of connection between theory and practice. Pre-service teachers who have more pedagogical courses and field experiences built into their coursework display higher levels of self-efficacy in their first year of teaching (Boyd et al., 2009; Clark, 2016). Through the lens of Bandura’s four sources of self-efficacy, this case study examines what experiences are most influential in developing pre-service teachers’ self-efficacy.
Recommended Citation
Steiner, Amanda L. and Lemke, Jennifer
(2023)
"Influential experiences: Practices of teaching and learning successes to increase pre-service teachers’ self-efficacy,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 8:
Iss.
1, Article 1.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol8/iss1/1
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons