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ERIC Number: EJ1211683
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
Self-Efficacy or Overconfidence? Comparing Preservice Teacher Self-Perceptions of Their Content Knowledge and Teaching Abilities to the Perceptions of Their Supervisors
Dassa, Lori; Nichols, Bryan
New Educator, v15 n2 p156-174 2019
This study investigated how closely related the perceptions of student teachers were to those of the clinical educators and university supervisors who evaluated them in subject-specific content knowledge and teaching ability. Although our initial concern was low teacher self-efficacy, our study found student teachers consistently rated themselves higher than the professionals who evaluated them. Supervisors also had concerns about the students' ability to process anything but top ratings in a constructive way. Our results suggest that our teacher education program may not be instilling enough healthy doubt in many future teachers, helping us better strike the difficult balance between under- and overconfidence.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A