Publikation Nr. 2343 - Details
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Preservice teachers’ self-efficacy: predicting changes over the internship period through attributional styles and implicit theories of intelligence
Rohlfs, C., Ding, K. & Spinath, B. (2019). Preservice teachers’ self-efficacy: predicting changes over the internship period through attributional styles and implicit theories of intelligence. Zeitschrift für Bildungsforschung, 9(2), 1-16.
- Linklink.springer.com/article/...
- DOI10.1007/s35834-019-00254-2
- Stichworteself-efficacy, teacher education
Abstract
This study focuses on preservice teachers’ self-efficacy and its development
throughout the course of a school-internship. Based on previous findings,
we expected that preservice teachers’ self-efficacy would increase during their internship.
Moreover, we argued that this initial development of self-efficacy would
be associated with the way the first teaching experiences are attributed to different
causes as well as to preservice teachers’ implicit theories of intelligence
throughout the course of a school-internship. Based on previous findings,
we expected that preservice teachers’ self-efficacy would increase during their internship.
Moreover, we argued that this initial development of self-efficacy would
be associated with the way the first teaching experiences are attributed to different
causes as well as to preservice teachers’ implicit theories of intelligence
