Bildmarke bzw. Logo des AnbietersForschungs- & Publikationsdatenbank
Publikation Nr. 2343 - Details

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.
Artikel


URL: http://link.springer.com/article/10.1007/s35834-019-00254-2
DOI: 10.1007/s35834-019-00254-2


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

Attribute

Sprache:
Art der Begutachtung: Peer Review(Double-blind peer review)
Print: Ja
Online: Ja, mit Open Access und CC-Lizenz
Datenmedium: Nein
Informationen | Suchen (Hauptmenü)