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One group followed a Work-Integrated Learning (WIL) pathway, while the comparison group did not. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were collected from 116 pre-service teachers. Results show higher efficacy in classroom management and higher perceptions of identified regulation for WIL participants, indicating WIL sessions support broader teacher readiness and competence through authentic experiential learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceived-value-of-work-integrated-learning-on-the-teaching-efficacy-and-classroom-management-of-pre-service-teachers-article-6/594103/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceived-value-of-work-integrated-learning-on-the-teaching-efficacy-and-classroom-management-of-pre-service-teachers-article-6/594103.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main aim of the study?","Question",{"text":112,"@type":113},"To examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers, comparing those in a WIL pathway with those who were not.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many pre-service teachers participated, and what did they complete?",{"text":117,"@type":113},"A total of 116 pre-service teachers completed self-reports covering basic psychological needs, motivational regulations, and self-efficacy.",{"name":119,"@type":110,"acceptedAnswer":120},"What findings relate WIL participation to teacher outcomes?",{"text":121,"@type":113},"Pre-service teachers in the WIL pathway showed higher efficacy in classroom management and higher perceptions of identified regulation, suggesting WIL sessions help develop teacher competence, autonomous motivation, and self-efficacy.","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},594103,1792144402,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 11 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.\u003Cbr>Casey P. Mainsbridge University of New England\u003Cbr>Vaughan Cruickshank University of Tasmania\u003Cbr>Kira Patterson\u003Cbr>University of Tasmania\u003Cbr>Arto Gråstén\u003Cbr>United Arab Emirates University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Methods Commons, and the Higher Education Commons |  |\n\nRecommended Citation  \nMainsbridge, Casey P.; Cruickshank, Vaughan; Patterson, Kira; and Gråstén, Arto (2022) \"Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.,\"Australian Journal of Teacher Education: Vol. 47 : Iss. 11 , Article 6.  \nDOI: [https://doi.org/10.14221/1835-517X.5857](https://doi.org/10.14221/1835-517X.5857)  \nAvailable at: [https://ro.ecu.edu.au/ajte/vol47/iss11/6](https://ro.ecu.edu.au/ajte/vol47/iss11/6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss11/6](https://ro.ecu.edu.au/ajte/vol47/iss11/6)  \nPerceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers.  \nCasey P. Mainsbridge  \nUniversity of New England  \nVaughan Cruickshank  \nKira Patterson  \nUniversity of Tasmania  \nArto Grasten  \nUnited Arab Emirates University, Al Ain, Abu Dhabi.  \nAbstract:The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups ofpre-service teachers enrolled in a four-year Bachelor of  \nEducation degree program. One groupparticipated in a WorkIntegrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated thatpreservice teachers who participated in the WIL pathway had higher  \nlevels of efficacy in classroom management, and had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill  \ndevelopment and teacher readiness.  \nIntroduction  \nTeacher education programs are critical in preparing pre-service teachers to organise and operate learning environments for broad and diverse student populations. Ramirez (2020) acknowledged that teacher education institutions are expected to shape pre-service teachers in responding to innovations ofthe 21st century – implementing lifelong learning, guaranteeing the standard of education, and coaching students for prosperous skilled activities. A concern for education professionals, practitioners, and school leaders is the abundance of theorybased coursework and distinct lack of practice opportunities within teacher education programs to facilitate the preparation of classroom ready teachers upon graduation (Organisation for Economic Co-operation and Development [OECD], 2012) . Practical inclass experiences provide pre-service teachers with the opportunity to connect what they learn at university with real world practice, and participation in such practical experiences has proven to be a valuable component of teacher preparation (Matoti & Junqueira, 2013 ; Rusznyak & Bertram, 2021). Practical in-class ","cbCaivPPAw4Fiji6","https://ap.wps.com/l/cbCaivPPAw4Fiji6","pdf",269506,16,"English","# Introduction\n## Work-integrated learning (WIL) in teacher education\n## Critiques of teaching preparation in Australia\n## Study focus and expected impact","[{\"question\":\"What was the main aim of the study?\",\"answer\":\"To examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers, comparing those in a WIL pathway with those who were not.\"},{\"question\":\"How many pre-service teachers participated, and what did they complete?\",\"answer\":\"A total of 116 pre-service teachers completed self-reports covering basic psychological needs, motivational regulations, and self-efficacy.\"},{\"question\":\"What findings relate WIL participation to teacher outcomes?\",\"answer\":\"Pre-service teachers in the WIL pathway showed higher efficacy in classroom management and higher perceptions of identified regulation, suggesting WIL sessions help develop teacher competence, autonomous motivation, and self-efficacy.\"}]","Perceived Value of Work-Integrated Learning on the Teaching Efficacy and Classroom Management of Pre-Service Teachers - Article 6 | PDF",1792078542]