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Publikation Nr. 2343 - Details 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. 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:
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