Reflecting Socially on Social Issues in a Social Studies Methods Course |
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| Authors: | Amber L. Brown Joohi Lee Denise Collins |
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| Affiliation: | 1. Curriculum &2. Instruction, University of Texas at Arlington, Arlington, TX, USAamber.brown@uta.edu;4. Instruction, University of Texas at Arlington, Arlington, TX, USA;5. Office of Professional Development, College of Education, University of Texas at Arlington, Arlington, TX, USA |
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| Abstract: | The purpose of this study was to investigate how student teaching experiences impact the sense of teaching efficacy and feelings of preparedness of pre-service teachers in a nearly and elementary teacher education program (EC-6). The study used an action research, mixed-methods design. Seventy-one pre-service teachers at a large public university in the southwest completed surveys about their preparedness to teach and teaching efficacy pre and post the student teaching semester. Findings indicate that pre-service teachers’ perceptions of preparedness and sense of teaching efficacy both increased significantly (p < .5) from pre-student teaching to post-student teaching. In addition, three themes emerged from the answers to open-ended questions on learning components of student teaching experiences: opportunity for hands-on teaching, the opportunity to observe experienced teachers, and the relationship with their cooperating teacher. |
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| Keywords: | teacher education curriculum student teaching teacher efficacy |
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