Discovering Pre-Service Teach Self-Efficacy

Laurel Corbett

Team Members: Jordan Graves, Hayley Jones, and Deanna Gallant

Crandall University

March 26th, 2019

Instructional and Learning Processes

Dr. Wendy Bokhorst-Heng



Table of Contents

Research Question ……………………………………………………………………. 3

Rationale and Aim …………………………………………………………………… 3

Literature Review ……………………………………………………………………. 4

Methodology ………………………………………………………………………… 15

Data ………………………………………………………………………………….. 16

Data Analysis and Conclusions …………………………………………………….. 17

Next Steps …………………………………………………………………………… 17

Implications …………………………………………………………………………. 18

References …………………………………………………………………………….22

Research Question

Do pre-service teachers feel more prepared and confident to enter the classroom after having

talked with in-service teachers?

Rationale and Aim

We are proposing to study the change or lack of self-efficacy in pre-service teachers.

Our interest in this subject is that we are ourselves pre-service teachers. We would like to learn

more about the field and gain better self-efficacy.

Literature Review

Article 1 (Laurel):

1. Citation:
Haverback, H., & Parault, S. (2008). Pre-service reading teacher efficacy and tutoring: A
review. Educational Psychology Review, 20(3), 237–255.
doi: 10.1007.s10648.008.9077.4

2. Type of article: Literature Review, Academic Research

3. Useful References: Not Applicable

4. Thesis & Essential Points: The authors of this article did their research based on
literature on the idea that preservice teachers who not only had field experience but had a
field experience with tutoring from an overseeing teacher have better self-efficacy going
into their practice. The tutoring has been found to have a more positive impact on pre-
service teachers and the content they teach.

5. Research Questions, problems, issues addressed: Explore the possible benefits of

using tutoring as a means of simultaneously impacting teachers’ efficacy and pedagogical
knowledge for the teaching of reading. Tutoring differs from straight practical teaching
experience because it gives preservice teachers the ability to zone in on one student and
really craft their teaching and theories through one on one work. The research is being
done to discover if the two areas of Tutoring students in reading and having a student
teaching experience at the same time effect the self-efficacy of a pre-service teacher. It is
the hope that this study sheds light on the implications tutoring a child can have on pre-
service teachers and their readiness and content knowledge in teaching reading.

6. Participants, audience or subject: The audience would be those who are in

administration roles, teachers and pre-service teachers who teach reading/literacy, and
anyone else in an education role. The subject is pre-service literacy teachers.

7. What forms of data help the authors answer the questions: Tutoring research came
from the ‘PsychInfo’ database and was reviewed using various keywords. In addition,
there was reading done on the theoretical background pertaining to tutoring and pre-
service teacher reading education. They used many articles, journals and other various
information were taken from other professionals in the field. The purpose was not to
replicate the information but to expand upon and use it as a guide for future research.

8. What themes emerge about the original questions: Many believed that previous life
experiences were of aid in the process of becoming a teacher. These did not always
include being a reading tutor but sometimes just visiting a resource center once a week or
engaging with schools. Though this is true, it is also said that often the results of both
sides of the coin were very similar and more research is necessary.

9. What is important or interesting in general about the results: It is important to note

that there would need to be a lot more research done on this subject in order to come to a
full conclusion on if tutoring at the same time as a student teaching experience would
create more self-efficacy. It is clear that there are some advantages that some have
experiences when doing both and also that others have experience success while only
taking part in the student teaching experience.

10. What connections can be made to other readings, classroom discussions:

It heavily discusses that learning should be student centered and that often teachers will
teach the way they learn best. We have discussed this in almost all of our classes,
however it brings me to our discussions most in Ed Psych because of the different
learning plans students can be on. I think tutoring could be one way as pre-service
teachers we prepare ourselves for the need to try different variations of learning. This will
help to get us into the mindset for when we have a learn class.

Article 2 (Laurel):

1. Citation:
DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and
emotional states. Emotional & Behavioural Difficulties, 21(1), 119–132.
doi: 10.1080.13632752.2015.1120057

2. Type of article: Literature Review, Academic Research

3. Useful References: Not Applicable

4. Thesis & Essential Points: This literature review will… “…Highlight research on the
relationship between emotional states and teacher efficacy and also discuss how efficacy
beliefs are shaped through pre-service teachers’ experience in teacher preparation
programme.”

5. Research Questions, problems, issues addressed: The issues that are addressed within
this article are those relating to various mental and emotional issues a teacher could face
and how that effects their efficacy. These include stress, depression, and anxiety. After
looking at the effects on teachers in the system they take a look at how these might affect
pre-service teachers and their self-efficacy, beliefs and student teaching experiences.

6. Participants, audience or subject: Participants were pre-service teachers enrolled in the

school’s teacher preparation program.

7. What forms of data help the authors answer the questions: They used data from a
pre-existing program that was also collecting on the same topic. They also collected using
surveys, demographic data, field placement observations and test scores.

8. What themes emerge about the original questions: A theme that emerged from this
study was that emotional and mental health did effect both teacher and pre-service
teachers in their self-efficacy. Those teachers and pre-service teachers who happened to
have more stress, anxiety or dealt with depression generally had a less self-efficacy. They
noted that it is important to foster a sense of emotional health to continue in the future
success of positive self-efficacy in pre-service teachers.

9. What is important or interesting in general about the results: It is important to know

that this study was done on the relationship between pre-service teacher’s efficacy, their
emotional states, and the student teaching experiences cross-sectional. In order to have a
different view on it over time there would need to be a few more reports and further
research. It would be important to note that mixed methods would help gain a more well-
rounded understanding of the topic, as well as looking at a key factor which is motivation
and how that plays into each of the other mental/emotional states.

10. What connections can be made to other readings, classroom discussions: Often in
theory and practice class we tend to discuss the importance of knowing what our job
requires and keeping balance in our lives between work and social. I think that these
results come back to that because, often pre-service teachers (and other teachers) feel the
need to be on their a-game all the time and do more than what is required of them but this
can easily stress them out, cause performance anxiety and even depression depending on
the situation. We must be careful to keep ourselves in a good place.

Article 3 (Jordan):

McLean, D., Eklund, K., Kilgus, S. P., & Burns, M. K. (2018). Influence of teacher burnout and
self-efficacy on teacher-related variance in social-emotional and behavioral screening
scores. School Psychology Quarterly. https://doi.org/10.1037/spq0000304

The bulk of this article evaluates the correlation between teacher burnout and self-efficacy on
specific screening scores regarding social-emotional and behavioural tendencies and
characteristics. By using the Social, Academic, and Emotional Behaviour Risk Screener
(SAEBRS) for each student, teachers simultaneously completed rating scales regarding their self-
efficacy and levels of burnout. According to the article, further evidence found that when
combined, burnout and self-efficacy variables accounted for 7-30% of teacher variance in
screening scores. Another aspect that could be tied into this study is work-life balance, and the
importance of respecting the abilities of one’s self.

Article 4 (Jordan):

Yolcu, E., & Sarı, M. (2018). Teachers’ Qualities and Self-Efficacy Perceptions in Character
Education. Acta Didactica Napocensia, 11(3–4), 35–48. https://doi.org/10.24193/adn.11.3-4.3

This second article examines and studies the inevitable affect that teacher’s have on a student’s
character as they progress through the public school system. With just over 300 teachers
involved in the study, the Qualities and Efficacies of Teacher in Character Education Scale
(QETCES) was developed. The findings showed that women teachers had higher scores
regarding both importance level and self-efficacy perception or character education. This type of
study can be used to gain insight on the effect a teacher can have on a student outside of the
curriculum. Another way to plot this information would be to explain how the hidden curriculum
could affect the students in both negative and positive ways, strongly dependant on the socio-
economic status, culture, beliefs and other variables of the student.

Article 5 (Hayley):

1. APA formatted citation Clark, S., Helfrich, S. (2016). A Comparative

2. Describe type of article
3. Useful references included
Examination of Pre-Service Teacher Self-Efficacy
Related to Literacy Instruction. Reading Psychology.
37(7), 943-961.
Academic peer reviewed periodical
• http://cdjohn.people.wm.edu/TSELS%5fOMR.pdf

4. Summarize the text’s This study investigated differences in self-efficacy to

thesis and essential points teach literacy between two groups of pre-service (PS)
teachers.

Teacher self-efficacy, or the "extent to which the teacher

believes he or she has the capacity to affect student
performance" (Berman, McLauglin, Bass, Pauly, &
Zellman, 1977, p. 137) has a rich history in the research
literature influences student achievement (Armor et al.,),
teacher competence, and organization in the classroom
(Allinder), as well as influences how willing teachers are
to try new methods (Guskey, Stein & Wang) and
encourages teachers to persevere when working with
students who struggle (Ashton, Webb, & Doda, 1983;
Gibson & Dembo).

There appears to be a generally positive correlation

between coursework and/or fieldwork and self-efficacy to
teach literacy. For example, teacher self-efficacy
typically increases after PS teacher’s complete literacy
methods coursework (Clark, Helfrich, 2016), and after
pre-service teachers participate in literacy tutoring or
field experiences (Al-Otaiba, Lake, Greulich, Folsom, &
Guidry, 2012; Haverback & Parault, 2008; 2011).

5. Research question, The authors hypothesized that PS teachers enrolled in one

problem, or issue program focusing on fewer grade levels (K–3) and
addressed requiring more literacy-focused courses would have
higher self-efficacy than PS teachers enrolled in another
program focusing on more grade levels (K–6) and
requiring fewer literacy-focused courses.

6. Participants, audience and
or subjects
The participants in this study were PS teachers (87)
attending teacher education programs at two different
universities in the midwestern and western United States.
The participants were Caucasian (98%) or African
American (2%), mostly female (99%), and between the
ages of 20 and 29.

Fifty-seven percent of the pre-service teachers had

completed three literacy education courses, while 43%
had completed five or more literacy education courses by
the end of their teacher education program.

7. What forms of data help
the authors answer the
questions problems or
issues
The Teachers' Sense of Efficacy for Literacy Scale
(TSELS; Johnson & Tschannen-Moran, 2003), currently
referred to as the Teachers' Sense of Efficacy for
Language Instruction (TSELI; Tschannen-Moran &
Johnson), was used to measure pre-service teachers' self-
efficacy related to performing literacy instructional tasks.

This scale is completed using a unipolar response scale

from 1 (strong disagreement) to 9 (strong agreement).
8. What themes emerge about “A closer look at the questions themselves showed that
the original question’s pre-service teachers, regardless of program, reported
problems or issues having similar perceptions regarding their self-efficacy”
(Clark, Helfrich, 2016, p. 951-952). That is, although
candidates in Program B had a higher level of self-
efficacy across all question’s, candidates in both groups
reported higher self-efficacy (and conversely, lower self-
efficacy) on many of the same questions.
9. What is important and or The opposite findings were realized than what most other
interesting in general about researchers have claimed.
these results
Results demonstrated that regardless of program, PS
teachers felt less prepared for teaching writing when
compared to teaching reading.
10. What connections can be Although the authors of this paper found difference
made to other readings, results than most other academic researchers and could
classroom observations, replicate this study to determine if these results were an
your project, or your future anomaly, as educators, we need to think more deeply

as a teacher/action about their findings. We need to focus on the idea that,

researcher regardless of the number of courses, PS teachers from
both programs were similar in their lack of ability to
teach certain content, and that it wasn’t until after they
completed their field work and actually worked with
students that they felt more comfortable teaching their
subject.
Therefore, altering program design—increasing or
decreasing the number of courses within a teacher
education program—would not do our PS teachers justice
unless it led to increased self-efficacy for teaching.

Article 6 (Hayley):
1. APA formatted citation
2. Describe type of article
3. Useful references included
Costa, J., Martins, M., & Onofre, M. (2015).
Practicum experiences as sources of pre-
service teachers’ self-efficacy. European
Journal of Teacher Education. 38/2, pp. 263-
279.
Academic peer-reviewed periodical
___

4. Summarize the text’s thesis and
essential points
This study examines physical education pre-
service teachers’ (PTs) self-efficacy and
practicum experiences as self-efficacy sources
through a “mixed-method approach” (Costa,
J., Martins, M., & Onofre, M., 2015, p. 263).
A self-efficacy questionnaire was applied to
141 PTs and the results showed a stronger
self-efficacy in the relationship with students
and discipline promotion. Lower self-efficacy
was linked to instructional strategies.

PTs with higher self-efficacy reported

professional experiences before practicum as
mastery experiences. During the practicum
they highlighted as mastery experiences:
“classes’ characteristics, planning and
teaching practice; lesson observation as
vicarious experiences; and post-lesson
conversations as verbal persuasion” (Costa, J.,
Martins, M., & Onofre, M., 2015, p. 263).

5. Research question, problem, or issue PTs self-efficacy beliefs significantly

addressed influence how they teach (Bandura).
Concurrently, they are a strong predictor of
teaching behaviour (Pajares) and relate to
teaching effectiveness and high student
achievement (Mulholland and Wallace).

Therefore, the authors of this study

considered the role of self-efficacy and the
importance of practicum experiences in its
development. They stated the purpose of this
study was to “contribute to the understanding
of how PTs use practicum experiences as
sources when they construct their self-
efficacy about teaching physical education”
Costa, J., Martins, M., & Onofre, M., 2015, p.
264).

6. Participants, audience and or subjects The participants of the first phase were 141
PTs (52 females and 89 males) from two of
the Portuguese faculties that certify physical
education teachers.

For the second phase of the study, eight PTs

7. What forms of data help the authors
answer the questions problems or
issues
were selected from the initial sample
according to their self-efficacy.
Data collection in the qualitative phase was
designed to better identify and understand the
form and content of teacher education
experiences connected to higher and lower
self-efficacy.

During individual interviews, PTs were asked

about their teaching education experiences
which had influenced their feeling of
difficulty/ease in the teaching tasks included
in the questionnaire.

Interviews were conducted in a faculty

8. What themes emerge about the
original question’s problems or issues
classroom to ensure respondents' privacy and
lasted approximately two hours.
To explain their high self-efficacy, all four
PTs mentioned the importance of professional
experience before the pre-service practicum,
mainly when it occurs in contexts outside the
TEPs.

10


Educational experiences such as coaching or

teaching younger students was often
mentioned.
9. What is important and or interesting in Hands on experience before hand often
general about these results influenced how confident a teacher was in his
or her abilities.
10. What connections can be made to “Supervision plays a vital role in supporting
other readings, classroom PTs through feedback about their teaching
observations, your project, or your process, which helps them manage the
future as a teacher/action researcher emotional impact of teaching” (Costa, J.,
Martins, M., & Onofre, M., 2015, p.277).
Feedback is so important when developing a
PTs sense of self-efficacy. It allows for better
growth and development.

Article 7 (Deanna):
1. APA formatted Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical
citation and Research Considerations. New Educational Review, 21(2), 17–30.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=704960
73&site=ehost-live
2. Describe type of Academic Research
article
3. Useful references Survey questions included
included
4. Summarize the Introduction: It touches on Bendura’s theory about self efficacy (mastery
text’s thesis and learning experiences, vicarious experiences,
essential points social persuasion, and physiological and emotional states).
Thesis: “teacher may be convinced of his/her own ability to teach (PTE)
but doubtful about his/her pupils’ ability to learn successively (GTE), or
may believe that his/her pupils’ ability to learn is irrespective of his/her
own inability to teach”.
5. Research Whether teacher self-efficacy and general beliefs teachers have about
question, teaching environment influence each other.
problem, or issue
addressed
6. Participants, 135 students enrolled in five year teacher education programmes at the
audience and or Faculty of Education, Comenius University in Bratislava.
subjects The original sample included:
16% year one students (n = 21),
40.5% year two students (n = 55),
16% year three students (n = 21),
14.5% year four students (n = 20), and

11


13% year five students (n = 18).

A large variation was found in the scores of the first year students, likely
because of lack of experience, so they were excluded from the final tally.
The sample was reduced to 114 respondents.
7. What forms of Quantitative survey – more specifically, they used the Teacher Efficacy
data help the Scale.
authors answer ” The structure of the TES includes two dimensions labelled (a) personal
the questions teaching efficacy and (b) general teaching efficacy. TES respondents use a
problems or six-point, Likert-type response scale ranging from “strongly agree” to
issues “strongly disagree.” Higher (i.e., more positive) scores represent higher
self-efficacy.”
8. What themes They talk about Bandura’s four sources that enhance development of high
emerge about the teacher self-efficacy:
original (a) mastery learning experiences,
question’s (b) vicarious experiences,
problems or (c) social persuasion, and
issues (d) physiological and emotional states, but don’t really talk about its
implications it in the analysis.

Since their sample included students in various years of study, I wonder if

they should have just chosen one year to see the relationship.
9. What is important “[They] found that pre-service as well as in-service teachers have higher
and or interesting PTE than GTE.” In other words, they believe that their skills can
in general about compensate for environmental issues that effect the class.
these results
10. What connections “Data from Slovak pre-service students were similar to comparable
can be made to samples in other countries. Relatively high level self-efficacy in pre-
other readings, service teachers is a good in that it should underlie successful teaching
classroom after they actually enter the teaching profession.”
observations, your This is why domains 1-4 are so important. When we do our best as
project, or your teachers, the students will also preform accordingly.
future as a
teacher/action
researcher

Article 8 (Deanna):
1. APA formatted citation Colson, T., Sparks, K., Berridge, G.,
Frimming, R., & Willis, C. (2017). Pre-
service teachers and self-efficacy: A study in
contrast. Discourse & Communication for
Sustainable Education, 8(2), 66–76.
https://doi.org/10.1515/dcse-2017-0016

2. Describe type of article Academic Research

12

3. Useful references included
4. Summarize the text’s thesis and
essential points
5. Research question, problem, or issue
addressed
6. Participants, audience and or subjects
7. What forms of data help the authors
answer the questions problems or
issues
8. What themes emerge about the
original question’s problems or issues
9. What is important and or interesting in “The year-long teacher candidates felt very
general about these results
___
They want teachers to have a better sense of
self-efficacy because a large majority of them
quit within the first five years – they hope that
a better sense of self-efficacy will entice them
to stay in the profession (less reality shock)
They wanted to know if pre-teachers would
have a better sense of self-efficacy after a
year long internship rather than the regular
semester.
A total of 144 undergraduate teaching
candidates at a mid-sized, public, NCATE
accredited, university in the Midwest
participated in this study.
Quantitative survey based on a Likert scale
The participants were asked to complete a 24
question survey on Teachers’ Sense of
Efficacy in addition to nine demographic
questions (the specific questions were not
included in the article).
The survey aimed to measure teacher attitudes
towards: working with students, student
engagement, instructional practices, and
classroom management.
Differences in self-efficacy between
elementary and secondary pre-service
teachers.
Whether pre-service teachers were more
prepared for students in high-risk school
settings after a year practicum instead of the
typical semester time frame.
confident in their classroom management
skills versus the one semester teacher
candidates. Conversely, teacher candidates in
a year-long student teaching placement and
teacher candidates in a one semester student
teaching placement showed no significant
13


difference in their efficacy in instructional

practices”.

10. What connections can be made to Domains 2-3.

other readings, classroom
observations, your project, or your
future as a teacher/action researcher
The team that conducted this research defined
self efficacy as “teacher attitudes towards
working with students, student engagement,
instructional practices, and classroom
management. Specifically […] in teaching
such as assessment, differentiating lessons for
individual students, dealing with students
with learning challenges, repairing student
understanding, and encouraging student
engagement and interest.”
Classroom management falls into domain two
and varied instruction falls into domain three.
It would have been interesting to include
questions about preparation and
reflection/feedback.

Literature Review Discussion

a) Based on our literature review, in our study we define pre-service teacher self-efficacy as

the awareness of internal and external abilities that affect student performances through

character building, emotional balance, and confidence in instruction and classroom

management.

b) Based on our literature review, we come to understand that pre-service teacher self-

efficacy is important because 50% of teacher leave the profession in the first five years,

so determining self-efficacy rates and trying to fix that could minimize the number of

people that leave the profession

c) Based on our literature review, we identify three important measures of pre-service

teacher self-efficacy to be: Classroom Management, Lesson Planning/Instructional Time

and, Emotional Wellbeing.

14


Methodology

Research Context: Crandall University Bachelor of Education Program

Participants: Current Crandall B.Ed. Students

Intervention: Interviews with in-service teachers

Data Collection: Anonymous Survey

Survey Intro

Our group, as both Crandall University Bachelor of Education students and pre-service teachers

have a goal to understand the preparedness and confidence levels of pre-service teachers. The

survey should take no more than 10 minutes to complete. Thank you for participating in our

study.

Survey Questions (using a 4 point Likert scale: 1- strongly disagree; 2- disagree; 3- agree; 4-
strongly agree):
1. I can help my students think critically.
2. I can motivate students who show low interest in school work.
3. I can craft good questions for my students.
4. I can foster creativity.
5. I can improve the understanding of a student who is failing.
6. I can provide alternate explanations when students are confused.
7. I can provide appropriate challenges for very capable students.
8. I know that I can maintain a positive relationship with parents even when tensions arise.
9. Even if I get disrupted while teaching, I am confident that I can maintain my composure
and continue to teach well.
10. I know that I can carry our innovative projects even when I am opposed by skeptical
colleagues.

15


Data

Question number 3 was skipped by one person during the first round. All other questions were
answered by 21 people.
The second round of surveys were taken by 18 people.

Before After
Question 1 Average Number: 71 Average Number: 73
Total Number: 1,495 (compared at 71)
Total Number: 1,319

Question 2 Average Number: 76 Average Number: 73

Total Number: 1,592 (compared at 76)
Total Number: 1,305

Question 3 Average Number: 73 Average Number: 74

Total Number: 1,459 (compared at 73)
Total Number: 1,332

Question 4 Average Number: 79 Average Number: 83

Total Number: 1,668 (compared at 79)
Total Number: 1,485

Question 5 Average Number: 69 Average Number: 71

Total Number: 1,450 (compared at 69)
Total Number: 1,283

Question 6 Average Number: 78 Average Number: 73

Total Number: 1,633 (compared at 78)
Total Number: 1,315

Question 7 Average Number: 80 Average Number: 77

Total Number: 1,679 (compared at 80)
Total Number: 1,383

Question 8 Average Number: 73 Average Number: 69

Total Number: 1,543 (compared at 75)
Total Number: 1,245

Question 9 Average Number: 73 Average Number: 72

Total Number: 1,543 (compared at 73)
Total Number: 1,296

Question 10 Average Number: 74 Average Number: 75

Total Number: 1.554 (compared at 74)
Total Number: 1,345

16


Data Analysis and Conclusion

We found that questions 6 and 8 dropped by at least 5 points. That means that people’s sense of

self-efficacy in relation to communication with parents and how to include alternative

explanations diminished. All the other questions were fairly similar in results (varied by less than

5 points). Self-efficacy was high to begin with - all results centered around 75 which was labeled

as “agree”. Half of the results demonstrated improved self-efficacy, while the other half

demonstrated diminished self-efficacy, so on average, self-efficacy remained the same.

Next Steps

Based on our data, we have concluded that interviewing in-service teachers who have just

finished their internship does not help with pre-service teaching self-efficacy. Therefore, the next

step in our action research would be to change our research question. One why we could

continue our research is by attempting a similar seminar but having pre-service teachers converse

with in-service teachers who have been in their own classroom for a longer period (2-5 years)

and see if pre-service teacher’s self-efficacy goes up after speaking with more experienced

teachers.

17


Implications

a) What is the study’s significance for yourself – in terms of findings, with respect to

your own self-efficacy as a pre-service teacher?

When I look over the research data that was collected and see that most everyone found

their self-efficacy to be unchanged I would have to agree. My self-efficacy and thoughts

of going into teaching changed when I completed my first four months of teaching

overseas however, because of that time I feel now fairly prepared for my internship and

being put back into the classroom. I, having had taught previously, am in a different

position coming into this and consider myself an outlier. The findings, I believe, are a

good representation of how I felt before going into my last internship. I believe that they

also help me to think critically about how I will take care of myself and prepare for my

up-coming term in the classroom. There is always room to grow and therefore, I take the

data we gathered and I will use it to continue bettering my self-efficacy. Noting that there

is a bit of self-efficacy drop or some fear still in myself and others who took these

surveys is a reminder to myself that fear of the unknown will drive me to a better version

of myself and being a better teacher.

b) What is the study’s significance for yourself – in terms of the methodology of action

research as a form of teacher reflection and teacher practice with respect to your

role as a teacher in your future classroom?

I believe that having fulfilled the task of an action research project within the context of

class was a great way to being introduced to the steps. I believe that having the hands on

ability to complete the research allowed me to better understand how to do it in my future

classroom. I understand now that there is a lot of work that goes into it and I believe that

18


having a group around you to help bounce ideas and gather the data is incredibly helpful.

I think if I were to do this on my own it might look a little different, however, given that I

have a group of teachers in the same grade level looking to discover new techniques I

would greatly do it all over again with them. I think as long as there is even divide in the

work it is well worth doing. As a teacher, if I had to do it on my own I do not believe it

would be beneficial as the process does create a lot of extra work on top of an already

very full teachers schedule. When looking at the methodology of this one I understand

the formality of it but I do also believe that there could be time cut out if done in a less

formal manner. I am thankful for this experience and will most definitely take the

information of implementing action research with me.

19


References

Clark, S., Helfrich, S. (2016). A Comparative Examination of Pre-Service Teacher Self-Efficacy

Related to Literacy Instruction. Reading Psychology. 37(7), 943-961.

Colson, T., Sparks, K., Berridge, G., Frimming, R., & Willis, C. (2017). Pre-service teachers and
self-efficacy: A study in contrast. Discourse & Communication for Sustainable Education, 8(2),
66–76. doi: 10.1515.dcse.2017.0016

Costa, J., Martins, M., & Onofre, M. (2015). Practicum experiences as sources of pre-service
teachers’ self-efficacy. European Journal of Teacher Education. 38/2, pp. 263-279.

DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and emotional
states. Emotional & Behavioural Difficulties, 21(1), 119–132.
doi: 10.1080.13632752.2015.1120057

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and Research

Considerations. New Educational Review, 21(2), 17–30. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=70496073&site=ehost-live

Haverback, H., & Parault, S. (2008). Pre-service reading teacher efficacy and tutoring: A
review. Educational Psychology Review, 20(3), 237–255.
doi: 10.1007.s10648.008.9077.4

McLean, D., Eklund, K., Kilgus, S. P., & Burns, M. K. (2018). Influence of teacher burnout and
self-efficacy on teacher-related variance in social-emotional and behavioral screening
scores. School Psychology Quarterly. https://doi.org/10.1037/spq0000304

Yolcu, E., & Sarı, M. (2018). Teachers’ Qualities and Self-Efficacy Perceptions in Character
Education. Acta Didactica Napocensia, 11(3–4), 35–48. https://doi.org/10.24193/adn.11.3-4.3

20