Academic journal article Research Quarterly for Exercise and Sport

Self-Efficacy: Comparison between Lab-Based End Field-Based Instructional Settings

Academic journal article Research Quarterly for Exercise and Sport

Self-Efficacy: Comparison between Lab-Based End Field-Based Instructional Settings

Article excerpt

A well defined line of research has been conducted on the role of self efficacy (Bandura, 1977) in teaching and learning environments. Teaching efficacy has been defined as "the extent to which the teacher believes he or she has the capacity to affect student performance" (Berman, et al., 1977, p. 137). Essentially, it is the expressed level of confidence a teacher has in his/her ability to help children learn. Though there is an increasing body of research around the construct of teacher efficacy in general teacher education settings, only limited research can be found in Physical Education Teacher Education (PETE). Given that, the purpose of this study was the examination of lab based and field based practicum experience on preservice teachers' self efficacy levels within one PETE program. Participants in this study were undergraduate students who were placed into two groups, those who completed the program from 1996 to 1999 (n = 31) under a laboratory-based (LB) design and those who completed the program from 2000 to 2005 (n = 28) under a field-based (FB) design. The LB instructional setting provided preservice teachers (PTs) less complex environments in which many salient contextual factors could be simplified or controlled by the program faculty, whereas the FB instructional setting provided PTs with frequent and authentic teaching experiences. …

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