Changes in Secondary School Preservice Teachers’ Concerns About Teaching in New Zealand

Changes in Secondary School Preservice Teachers’ Concerns About Teaching in New Zealand

This study followed a cohort of preservice teachers (n = 85) in a 1-year secondary school program in New Zealand to examine their concerns about teaching in terms of what they are, how they are related to teaching efficacy, and how they are affected by practicum experiences. Before beginning the pro...

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Bibliographic Details
Published in:Journal of teacher education Vol. 64; no. 1; pp. 60 - 74
Main Authors: Smith, Lisa F., Corkery, Gaynor, Buckley, Judy, Calvert, Amanda
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-01-2013
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects:
Adjustment (Psychology)
School-to-work transition
Secondary education
Self efficacy
Self-efficacy (Psychology)
Student teachers
Studies
Surveys
Teachers
Teaching
New Zealand
preservice education
student teaching
secondary teacher education
preservice teachers’ concerns
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Summary:This study followed a cohort of preservice teachers (n = 85) in a 1-year secondary school program in New Zealand to examine their concerns about teaching in terms of what they are, how they are related to teaching efficacy, and how they are affected by practicum experiences. Before beginning the program and after each of two practica, participants completed the Teachers’ Sense of Efficacy Scale (short form) and the Concerns About Teaching Scale. Focus groups (n = 8 each) were conducted after each survey administration. Results indicated that the participants’ concerns about teaching became differentiated over time and with classroom experience; their sense of efficacy increased. Results are discussed in terms of practical implications for teacher education taking into consideration the relationships among teaching concerns, practicum experiences, views of teaching, and policy changes in New Zealand.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487112449019