Are We Minding the Gap? Examining Teacher Self-Efficacy as Teachers Transition from Teacher Candidates to Full-Time Teaching

Abstract

Clark examines the critical juncture from teacher preparation to in-service teaching practice with respect to the malleability of teacher self-efficacy. Results indicate that overall, teacher candidates reported higher perceptions of their ability to perform instructional tasks at the conclusion of their program than they did at the completion of the first year of teaching. For those teacher candidates with the highest scores, there was even a greater drop in their self-efficacy score by the end of their first year of teaching. This chapter author purports that the transition from teacher education to in-service leaves questions about what is strong or high self-efficacy relative to years of practice. Readers are encouraged to ponder about whom holds the responsibility to enhance self-efficacy in novice teachers: teacher educators, mentor teachers, school districts, professional learning providers, and/or the novice teachers themselves? Clark provides implications and recommendations for school leaders and teacher educators in this chapter.