The Impact of Length of Student Teaching on the Self-Efficacy and Classroom Orientation of Pre-Service Teachers.

摘要: This study investigated whether the length of a teacher education program would affect student teachers' self-efficacy and classroom management beliefs, noting there were differences between students who had been in one semester versus two semesters teaching regard to beliefs. During spring fall semesters, 55 secondary from mid-sized Texas university participated study. Participants included 28 completing traditional two-semester 27 one-semester program. Students same experiences as those through an intensified semester. Near end completed questionnaires, Attitudes Beliefs on Classroom Control Inventory Teacher Efficacy Scale. Data analysis indicated that no belief systems programs. (Contains 23 references.) (SM) Reproductions supplied by EDRS are best can be made original document. U.S. DEPARTMENT OF EDUCATION Of Educational Research Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) LFThis document has reproduced received person or organization originating it. Minor changes have improve reproduction quality. Points view opinions stated this do not necessarily represent official OERI position policy. Time Impact SE & CC 1 'TM Tfl'1TR Oli(e) PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY S. M. Chambers THE . The Length Student Teaching Self-Efficacy Orientation Pre-service Teachers Sharon A&M University-Commerce Paper presented at Southwest Association, San Antonio, Tx February 13-15 2 BEST COPY AVAILABLE Orientation, Because shortage teachers nations' public schools, more needed supply demand: report is most difficult problems education. Based framework developed Wolfgang Glickman (1980, 1986) three approaches interactionnoninterventionist, interventionist, interactionalist. Non-interventionist least directive controlling they believe child intrinsic motivation needs expressive. On other hand, interventionist controlling, emphasizes behavior modification practices. Mid-way these extremes interactionalist strives resolve issues satisfactory both students. Bush Achilles (1986) found humanistic-authoritarianism personality characteristics closely related attitudes toward discipline. Their research humanistic methods discipline successful than authoritarian ones whose style control harsh ineffective approach. They when was only suppressive corrective, it does educational value, result, "violates principles democracy, negative long-range effects for learning environment personally" (13). There various strategies known effective models taught (Emmer, 1986). Identification important because may possible change use approaches, such therefore help them become developing