Pre-service student-teacher self-efficacy beliefs: An insight Into the making of teachers

By D. Pendergast, Susie Garvis, J. Keogh. 2011

387 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/a604f30882b3daa2d1e83c386432ceebbf58376e

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In Education

1. C. Dudek
2. Linda A. Reddy
3. S. Clark
4. Melissa Newberry
5. Kang Ma
6. Michaella Cavanagh
7. Joohi Lee
8. M. Poulou

Citations in the corpus

• Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, result): “Although being completed before PSTs’ first professional experience placement, the level of general TSE was just higher than the mid-point of 5.0 and relatively lower than in comparable previous research with PSTs (Pendergast, Garvis, & Keogh, 2011; Pfitzner-Eden, 2016).”
• Social entrepreneurship research: A review and future research agenda (2020, neutral): “Previous studies have concluded that teachers’ self-efficacy and identity development are positively impacted by pre-service teacher training (Pendergast, Garvis, & Keogh, 2011).”
• Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “In sum, teachers’ self-efficacy is an important motivational construct that shapes teachers’ thoughts, behaviors, and emotions (e.g., Bandura, 1997; Pendergast et al, 2011; Woolfolk, Rosoff & Hoy, 1990).”
• Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “…Arias, 2007), Turkey (Cakiroglu, Cakiroglu, & Boone, 2005), Slovakia (Gavora, 2010), Australia (Mergler & Tangen, 2010; O’Neill & Stephenson, 2012; Pendergast et al., 2011; Turner, Jones, Davies, & Ramsay, 2004), Cyprus (Charalambous, Philippou, & Kyriakides, 2008), Hong Kong (Yeung & Watkins,…”
• Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “…provides preservice teachers with opportunities for personal and professional growth in various school grade levels and content areas as well as a chance to evaluate and reflect on their own teaching abilities and skills (Darling-Hammond et al., 2002; Lee et al., 2012; Pendergast et al., 2011).”