Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.

Abstract

The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers enrolled in a four-year Bachelor of Education degree program. One group participated in a Work-Integrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated that pre-service teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and pre-service teachers who participated in the WIL pathway had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill development and teacher readiness.