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Title: Student Teacher Self-Efficacy: Scaffolded and unscaffolded reflection
Contributor(s): Jones, Marguerite Ann (author)orcid 
Publication Date: 2008
Open Access: Yes
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Abstract: This study emerges in the light of heightened debate about what constitutes best "evidence-based teacher education" programs, and benchmarked professional standards of teacher graduate attributes. Within teacher education, the beliefs students create, foster and hold true are foundational motivators determining depth of engagement and learning both intra-personally and professionally. The impact of self-efficacy beliefs in pre-service teacher education is profound. Consequently, this paper explores the processes by which students developed, identified and especially reflected upon their self-efficacy beliefs. The broader study has used both teacher and learner self-efficacy scales and was begun in 2006. However in this paper students' reflective writing on two administrations of teacher self-efficacy scales are focussed upon. An analytical framework based upon self-efficacy, reflective practice, the Quality Teaching Framework (NSW DET 2003) and the NSW Institute of Teachers' Professional Teaching Standards (NSW IT 2005) informed this study. Two forms of students' reflective writing, scaffolded and unscaffolded, were analysed to ascertain student beliefs, and knowledge about their reflective practices as student teachers, and the differences between scaffolded and un-scaffolded reflections. Preliminary findings revealed a relative conceptual shallowness in the intellectual quality of students' reflective practice in un-scaffolded as compared to scaffolded reflections. Implications are drawn for teacher education practice.
Publication Type: Conference Publication
Conference Name: 2nd Annual Faculty of The Professions Postgraduate Research Conference: Bridging the Gap between Ideas and Doing Research, Armidale, Australia, 3rd - 6th July, 2007
Source of Publication: Bridging the Gap between Ideas and Doing Research: Proceedings of the 2nd Annual Postgraduate Research Conference, p. 36-52
Publisher: University of New England
Place of Publication: Armidale, Australia
Field of Research (FOR): 139999 Education not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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