Pre-service teacher socialization and self-efficacy while learning to teach

Abstract

Research in physical education has explored self-efficacy and teacher socialization independently, however, research investigating the relationship of socialization and self-efficacy is lacking. The purpose of this study was to discover the relationship between pre-service teachers (PTs) self-efficacy and their socialization while participating in an early field experience (EFE) class. Prior to the beginning of the study, informed consent was received. Participants were 28 college-age students (11 females and 17 males) enrolled in an on campus EFE course participated. The PTs completed the Teacher Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) four times over the course of the semester. Following data analysis, nine PTs were purposefully selected (three with the highest mean change in self efficacy, three with a decrease, or lowest mean change, and three that displayed mean change) for interviews regarding their acculturation and professional socialization. A Repeated measures ANOVA revealed significant differences with time, the self-efficacy constructs, and the interaction effect between time, self-efficacy, and time in program was also found to be significant. Four themes emerged from qualitative data analysis: (a)Time in physical education teacher education (PETE) influenced students with both positive and negative acculturation experiences; (b) hands on experience in PETE increased self-efficacy; (c) accountability of desired competencies increased self-efficacy; and (d) the self-efficacy survey acted as a positive reflective tool.