Examining the Relationship between Pre-Service Teachers’ Self-Efficacy Beliefs and Grit Levels
Abstract
Brown, Lee, and Collins (2015) propose that “Teachers with a high sense of teaching efficacy are likely to view a challenging situation as a challenge to be overcome, whereas a teacher with low efficacy will see it as a roadblock” (p. 78). Developing the belief in one’s ability to implement effective teaching and learning strategies is one of the major functions of teacher preparation courses. However, teacher preparation programs across the nation have been criticized for failing to prepare effective new teachers adequately (Zeichner, 2014). Pre-service teachers in most teacher preparation programs participate in a clinical field experience intended to develop confidence in their ability to implement essential knowledge and skills related to effective teaching (National Council for the Accreditation of Teacher Education [NCATE], 2010). In this presentation, I will focus on the results of a study of pre-service teachers enrolled in a teacher preparation program at a Mid-Atlantic university. The study results provide insight on the role of non-cognitive factors like grit on pre-service teacher success in the clinical experience. This will be an interactive presentation designed to engaged participants in discussion regarding the implications of the study on improving current teacher preparation clinical field practices.
Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93.
Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in theUSA. Journal of Education for Teaching, 40(5), 551-568.
National Council for the Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Retrieved from http://www.ncate.org
Keywords
clinical field experience, grit, pre-service teachers, self-efficacy, teacher preparation
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This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Riddle, Rosetta L., "Examining the Relationship between Pre-Service Teachers’ Self-Efficacy Beliefs and Grit Levels" (2018). Georgia Educational Research Association Conference. 31.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/31
Examining the Relationship between Pre-Service Teachers’ Self-Efficacy Beliefs and Grit Levels
Brown, Lee, and Collins (2015) propose that “Teachers with a high sense of teaching efficacy are likely to view a challenging situation as a challenge to be overcome, whereas a teacher with low efficacy will see it as a roadblock” (p. 78). Developing the belief in one’s ability to implement effective teaching and learning strategies is one of the major functions of teacher preparation courses. However, teacher preparation programs across the nation have been criticized for failing to prepare effective new teachers adequately (Zeichner, 2014). Pre-service teachers in most teacher preparation programs participate in a clinical field experience intended to develop confidence in their ability to implement essential knowledge and skills related to effective teaching (National Council for the Accreditation of Teacher Education [NCATE], 2010). In this presentation, I will focus on the results of a study of pre-service teachers enrolled in a teacher preparation program at a Mid-Atlantic university. The study results provide insight on the role of non-cognitive factors like grit on pre-service teacher success in the clinical experience. This will be an interactive presentation designed to engaged participants in discussion regarding the implications of the study on improving current teacher preparation clinical field practices.
Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93.
Zeichner, K. (2014). The struggle for the soul of teaching and teacher education in theUSA. Journal of Education for Teaching, 40(5), 551-568.
National Council for the Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Retrieved from http://www.ncate.org
