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Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement","","Investigates teacher self-efficacy (TSE) among 90 secondary pre-service teachers before their first teaching practice and identifies factors shaping their ratings. Adapts the Scale for Teacher Self-Efficacy (STSE) by adding open-ended questions and analyzes quantitative data with SPSS and qualitative responses with NVivo. Findings indicate a relatively lower TSE level than prior studies, with classroom management as the primary concern. 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Reported factors include lacking teaching experience, prior informal teaching and relevant experiences, teacher education program, personal qualities, and teacher-student relationships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593824,1792161834,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 7 | Article 8 |\n| --- | --- |\n\n2018  \nClassroom Ready? Pre-Service Teachers’ SelfEfficacy for Their First Professional Experience Placement  \nKang MA  \nMacquarie University, [kang.ma1@students.mq.edu.au](kang.ma1@students.mq.edu.au)  \nMichael S. Cavanagh  \nMacquarie University, [michael.cavanagh@mq.edu.au](michael.cavanagh@mq.edu.au)  \nRecommended Citation  \nMA, K., & Cavanagh, M. S. (2018). Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement. Australian Journal of Teacher Education, 43 (7).  \n[http://dx.doi.org/10.14221/ajte.2018v43n7.8](http://dx.doi.org/10.14221/ajte.2018v43n7.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss7/8](http://ro.ecu.edu.au/ajte/vol43/iss7/8)  \nAustralian Journal of Teacher Education  \nClassroom Ready?  \nPre-Service Teachers’ Self-Efficacy for Their First Professional Experience  \nPlacement  \nKang Ma  \nMichael Cavanagh  \nMacquarie University  \nAbstract: This study investigates the level of teacher self-efficacy  \n(TSE) among 90 secondary preservice teachers (PSTs) before their  \nfirst teaching practice and the factors which influenced their ratings.  \nThe Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, &  \nHorsley, 2014) was adapted by adding some open-ended questions.  \nData were analysed via SPSS and NVivo separately. Results show a  \nrelatively lower level of TSE compared with previous research and  \nclassroom management was of greatest concern. PSTs reported  \nfactors such as lacking teaching experience, previous informal  \nteaching and other relevant experience, teacher education program,  \npersonal qualities and characteristics, and teacher-student  \nrelationship. Implications, limitations, and suggestions from the study  \nare discussed.  \nIntroduction  \nTeacher self-efficacy (TSE) is the extent to which teachers, including pre-service teachers (PSTs), believe they are capable of achieving certain specific teaching goals. This concept has been applied as a subjective indicator of how well prepared a teacher is to carryout actions in order to achieve future teaching goals. Investigations into TSE have identified its role in improving teachers’ commitment to the profession (Chesnut & Cullen, 2014), their willingness to implement innovative teaching practices (Kavanoz, Yüksel, & Özcan, 2015) , and the learning achievement of students (Caprara, Barbaranelli, Steca, & Malone, 2006) . TSE is most malleable when teachers are undertaking their initial teacher education studies (Winters, 2012) and its most dramatic changes have been found during PSTs’ professional placement (Tschannen-Moran, Hoy, & Hoy, 1998) when they integrate their theoretical coursework into“real” teaching. Furthermore, it is extremely challenging to modify TSE once it has been established (Wheatley, 2005) .  \nPrevious research on TSE has been predominantly quantitative (Klassen, Tze, Betts,& Gordon, 2011), mainly through the use of scales (Kazempour, 2014). To keep an open mind on any potential factor that could influence PSTs’ TSE, the present study also includes qualitative data through the use of open-ended survey questions where participants could provide information about the reasons for their ratings on the TSE scales. The study examined TSE for a group of secondary PSTs shortly before their first professional experience placement in order to identify their reported levels ofTSE and the factors which they believed had influenced these levels.  \nVol 43, 7, July 2018 134  \nAustralian Journal of Teacher Education  \nTheoretical Framework  \nInitially, the locus of control (Rotter, 1966) inspired research on TSE. The lack of any discrepancy between the efficacy expectation and outcome expectation and their differing roles in human being’s behaviour was raised by Bandura (1977) . He clarified that, despite people believing that certain behaviours can produce d","cbCaifcVevHKoGQy","https://ap.wps.com/l/cbCaifcVevHKoGQy","pdf",317701,"English","# Introduction\n## Theoretical Framework","[{\"question\":\"What does the study examine about pre-service teachers?\",\"answer\":\"It examines the level of teacher self-efficacy among 90 secondary pre-service teachers before their first professional experience placement.\"},{\"question\":\"How is teacher self-efficacy measured in the study?\",\"answer\":\"The study uses the Scale for Teacher Self-Efficacy (STSE), adapted with additional open-ended questions.\"},{\"question\":\"What key concerns and influencing factors are reported by participants?\",\"answer\":\"Results show relatively lower TSE than earlier research, with classroom management as the greatest concern. Reported factors include lacking teaching experience, prior informal teaching and relevant experiences, teacher education program, personal qualities, and teacher-student relationships.\"}]","Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement | PDF",1792077984,48]