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Does Teacher Education Make a Difference?

其他書名	The Influence of Teacher Education Programs on Teacher Efficacy
出版	Ohio State University, 2005
URL	http://books.google.com.hk/books?id=ejcoYAAACAAJ&hl=&source=gbs_api

註釋Abstract: The research on school quality has provided evidence that teacher efficacy predicts a multitude of critically important variables, such as student achievement, commitment to teaching, job satisfaction, or school climate. The significance of this construct made researchers raise the question of how teacher efficacy develops and how teacher training programs contribute to it. This study refers to these questions and analyzes the relationships between prospective teachers' beliefs about personal capabilities and four characteristic variables of teacher education programs: teacher knowledge, pedagogical content preparation, pedagogical preparation, and field experiences. The data for this study were collected in a large preservice teacher study in Ohio (Teacher Quality Partnership) during the 2003-2004 academic year. The sample contained 356 teacher candidates from 40 colleges and universities who were pursuing their Ohio teaching license either in language arts or mathematics. Structural equation modeling (SEM) was employed to estimate a path model that illustrates the relationships between these variables. This model served as a base for the data analysis but was extended for multiple samples to pinpoint the differences between male and female graduates and public and private colleges and universities. The results of this study demonstrated that teacher training program variables have a substantial impact on personal teacher efficacy of prospective teachers. Significant effects were identified for students' perception of pedagogical preparation and field experiences. The group comparison showed that male teacher candidates develop their sense of efficacy to a large extent during teacher preparation, while female candidates use additional sources that are independent from the educational program. Finally, the comparison of public and private institutions indicates that public colleges and universities facilitate students' self-beliefs to a larger extent than private institutions.