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Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers

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Date Issued:
2017
Abstract/Description:
The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
Title: Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers.
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Name(s): Trenta, Shane, Author
Gill, Michele, Committee Chair
Ergle, Roberta, Committee Member
Allen, Kay, Committee Member
Hahs-Vaughn, Debbie, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
Identifier: CFE0006811 (IID), ucf:51774 (fedora)
Note(s): 2017-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): teacher preparation -- preservice teachers internship experience -- self-efficacy -- perceptions of preparedness
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006811
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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