This article explores the role played by application to practice of contents learned during pre-service teachers’ education courses in developing self-efficacy among pre-service teachers (PTs). A total of 129 PTs participated voluntarily in the study, filling in three questionnaires composed of both quantitative and qualitative measuring tools. Data were collected in three periods: at the beginning of the course, at the end of the practicum and at the end of the course. Qualitative data were also collected at the end of the practicum. Results showed that the self-efficacy of PTs increased during the education course. Furthermore, application of the training course contents during the practicum had a positive influence on enhancing self-efficacy. Findings of this study highlighted the role played by application to practice in enhancing perceived self-efficacy, which could lead to better job performance of future teachers.

Application to practice during practicum as a key player in determining the development of self-efficacy among pre-service teachers

Vignoli, Michela
;
Guglielmi, Dina;Balduzzi, Lucia
2018

Abstract

This article explores the role played by application to practice of contents learned during pre-service teachers’ education courses in developing self-efficacy among pre-service teachers (PTs). A total of 129 PTs participated voluntarily in the study, filling in three questionnaires composed of both quantitative and qualitative measuring tools. Data were collected in three periods: at the beginning of the course, at the end of the practicum and at the end of the course. Qualitative data were also collected at the end of the practicum. Results showed that the self-efficacy of PTs increased during the education course. Furthermore, application of the training course contents during the practicum had a positive influence on enhancing self-efficacy. Findings of this study highlighted the role played by application to practice in enhancing perceived self-efficacy, which could lead to better job performance of future teachers.
Vignoli, Michela*; Guglielmi, Dina; Balduzzi, Lucia
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/651914
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