Gender differences in self-confidence and educational beliefs among secondary teacher candidates |
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| Authors: | Hripsime A KalaianDonald J Freeman |
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| Institution: | 1. Division of Reproductive Endocrinology, Department of Obstetrics and Gynecology, School of Medicine, Oregon Health & Science University, Portland, Oregon;2. Division of Reproductive and Developmental Sciences, Oregon National Primate Research Center, Oregon Health & Science University, Beaverton, Oregon;3. OHSU-PSU School of Public Health, Oregon Health & Science University, Portland, Oregon;4. Department of Animal and Rangeland Sciences, College of Agriculture, Oregon State University, Corvallis, Oregon;1. Department of Pediatrics, Istanbul Faculty of Medicine, Istanbul University, Istanbul, Turkey;2. Department of Pediatric Neurology, Istanbul Faculty of Medicine, Istanbul University, Istanbul, Turkey;1. Department of Chemistry, Stony Brook University, Stony Brook, NY 11794, USA;2. Niels Bohr Institute, University of Copenhagen, Blegdamsvej 17, 2100 Copenhagen, Denmark;3. Physics Department, Brookhaven National Laboratory, Upton, NY 11796, USA |
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| Abstract: | This longitudinal study examined gender differences among secondary teacher candidates across three categories of criterion measures: (a) levels of self-confidence in teaching, (b) anticipated sources of professional knowledge, and (c) educational orientations and beliefs. Relative to males, females entered teacher preparation programs with lower levels of confidence in themselves as teachers and higher expectations for what they would gain from education courses and practical experiences related to teaching. Females were also more likely to favor student-centered approaches to instruction and to believe that instructional strategies have limited generalizability. These differences in self-confidence and educational beliefs persisted to program completion. |
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