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Narrative Research in Secondary Teacher Education: Examining the Self-Efficacy of Content Area Teacher Candidates
thesisposted on 21.12.2018, 20:20 by Tiffany B. Karalis
The purpose of this study was to examine the factors attributed to teacher candidates’ perceptions of self-efficacy throughout their student teaching semesters. This study used a narrative inquiry methodology to enhance the researcher’s understanding of variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates. In this study, the purpose of using a narrative inquiry methodology was to share the stories of content area teacher candidates’ student teaching experiences and inform teacher educators about the extent to which teacher education preparation affects the self-efficacy of beginning content area teachers, as well as which recurrent elements of teacher education affect the self-efficacy of beginning teachers, regardless of their respective content areas. The findings of this study suggest that teacher education preparation affects the self-efficacy of secondary teacher candidates across the content areas; accordingly, the findings of this study provide insight for teacher educators to consider the areas where teacher education programs are failing to provide adequate preparation. The 10 teacher candidates who participated in this study emphasized the value of adequate preparation throughout their teacher education programs to help inform their student teaching experiences. In order to feel prepared for student teaching and effective as teacher candidates, the 10 participants referenced the following areas as requiring further implementation within teacher education curricula: increased opportunities to apply the practical application of their teaching skills prior to the student teaching experience, the incorporation of classroom management strategy coursework into their curriculum, and opportunities to explore the extensive demands of the teaching profession ranging from time management to dealing with difficult parents, to name a few.