The Influence of Student Teaching on Preservice Elementary Teachers' Science Self-Efficacy and Outcome Expectancy Beliefs

By Lee A. Plourde. 2002

165 citations recorded by the source corpus.

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Citations in the corpus

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading (2013, background): “However, Plourde (2002) found that not all field experiences contribute to building positive self-efficacy for teaching.”
Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “…school-based professional experience and microteaching can increase PSTs’ levels of TSE (Brown, Lee, & Collins, 2014) for certain aspects such as instructional strategies (Tuchman & Isaacs, 2011), but have also been found to decrease TSE (Plourde, 2002) or to have no impact at all (Atay, 2007).”
Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. (2015, background): “For example, Plourde (2002) ascertained that student teaching resulted in statistically significant negative changes in preservice teachers' outcome beliefs, perhaps due to influences causing deterioration of confidence during clinical practice.”
The Effect of the Teaching Practice on Pre-Service Elementary Teachers' Science Teaching Efficacy and Classroom Management Beliefs. (2008, background): “Finally, Turkish version of STEBI-B consists of 21 items and PSTE subscale includes 12 items, STOE subscale includes 9 items.”
Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “…component of teacher preparation programs (American Association of Colleges for Teacher Education [AACTE], 2010; Darling-Hammond, 2006; Leung, Wong, & Wong, 2013; National Council for Accreditation of Teacher Education [NCATE], 2010; Plourde, 2002; Wilson & Floden, 2002; Wilson et al., 2001).”
An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education (2011, background): “Furthermore, pre-service teachers lacking in confidence in the teaching of science deemphasized or avoided teaching science, or taught using transmissive as opposed to inquiry methods (Plourde, 2002).”