Preservice Teachers' Reflective Practices, Self-Efficacy, and Professional Growth

Y

11

Preservice Teachers; Reflective Teaching; Self Efficacy; Professional Development; Hispanic Americans; Minority Serving Institutions; Field Experience Programs; Theory Practice Relationship; Classroom Techniques; Preservice Teacher Education; Teacher Education Programs; Program Improvement

10.46787/elthe.v6i1.3555

2474-3429

This qualitative research study looks at how reflective practices support preservice teachers' professional growth and development and its impacts on their self-efficacy. This study takes place in a regionally recognized south-western Hispanic Serving Institution that serves a high needs school district. Preservice teachers were asked to reflect on their field experiences to integrate theory and practice. The common themes that emerge contend that preservice teachers with a high sense of self-efficacy maintain a better understand of classroom management with its connection to building relationships. Another significant finding indicates that preservice teacher's reflective practices lead to self-efficacy and professional growth. These finding are significant to improving teacher preparation programs.

As Provided

2024

EJ1422264