Teacher Education Programmes and Their Contribution to Student Teacher Efficacy in Classroom Management and Pupil Engagement

被引：23

作者：

Christophersen, Knut A. ^{[1
]}

Elstad, Eyvind ^{[2
]}

Turmo, Are ^{[3
]}

Solhaug, Trond ^{[4
]}

机构：

[1] Univ Oslo, Inst Polit Sci, N-0316 Oslo, Norway

[2] Univ Oslo, Inst Teacher Educ & Sch Res, N-0316 Oslo, Norway

[3] Univ Oslo, Norwegian Ctr Sci Educ, N-0316 Oslo, Norway

[4] Norwegian Univ Sci & Technol, Program Teacher Educ, Jonsvannsveien 82, N-7041 Trondheim, Norway

来源：

SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH | 2016年 / 60卷 / 02期

关键词：

teacher efficacy; teacher education programmes; student teacher; structural equation modelling; SELF-EFFICACY; BELIEFS; SENSE;

D O I：

10.1080/00313831.2015.1024162

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.

引用

页码：240 / 254

页数：15

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