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Weekly self-efficacy and work stress of pre-service teachers during the final teaching practicum: a mixed methods study

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JournalLearning and Instruction
DateAccepted/In press - 16 May 2014
DateE-pub ahead of print - 12 Jun 2014
DatePublished (current) - Oct 2014
Volume33
Number of pages12
Pages (from-to)158-169
Early online date12/06/14
Original languageEnglish

Abstract

The purpose of this longitudinal mixed methods study was to examine the development of self-efficacy and work stress of pre-service teachers during a teaching practicum. Participants were 150 pre-service teachers who completed eight weekly electronic surveys during their two-month final practicum in a Canadian teacher education program. The study investigates the patterns of self-efficacy and work stress during a critical period in the formation of new teachers. Latent growth curve analysis revealed a pattern of significantly increasing self-efficacy and significantly decreasing stress, although the trajectories were independent of each other. Qualitative analysis of multiple collective cases highlighted the variability of self-efficacy and stress patterns within the practicum experience, and underscored the critical influence of relationships with mentor teachers on self-efficacy and stress.

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