Pre-Service Teachers' Efficacy Beliefs in Taiwan.

N

24

Cultural Influences; Early Childhood Education; Elementary School Teachers; Foreign Countries; Higher Education; Preschool Teachers; Preservice Teacher Education; Self Efficacy; Student Teacher Attitudes; Student Teachers; Teacher Effectiveness

This study compared the efficacy beliefs of Taiwanese preservice teachers at the beginning of early childhood teacher preparation with those of preservice teachers near the end of preservice preparation. The 298 predominantly female participants were from 4 teacher colleges and a polytechnic institute. Participants completed a slightly revised version of the Teacher Efficacy Scale (Gibson and Dembo, 1984) that emphasized early childhood education. The scale had them rate attitudes regarding: student background, difficult students, teacher's extra effort, home environment, guidance at school, adjusting to students' levels, better ways of teaching, cultural diversity, more effective teaching methods, parent support, knowledge of intervention, ability to positively negotiate differences, knowledge of strategies to handle misbehavior, positive school experiences overcoming outside school experiences, providing appropriate learning alternatives, inability to reach children, and ability to teach effectively. Data analysis found no substantive difference in mean scores for each item between the two groups, indicating no distinct difference regarding sense of efficacy. However, results suggested that the two groups may have some conceptual differences. The results indicate that preservice teachers' efficacy beliefs are partially constructed during teacher preparation and may be constructed and integrated with social and cultural perspectives. (Contains 4 tables and 25 references). (SM)

1998

ED415205