Influence of Culture and Education on U. S. and Taiwan Preservice Teachers' Efficacy Beliefs

Huey‐Ling Lin · Jeffrey Gorrell · Janet B. Taylor

116 citations0/0 files storedThe Journal of Educational Research

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Teacher Education and Leadership Studies Education, Achievement, and Giftedness Teacher Education and Assessments

Abstract

Preservice teachers (N = 240) at the beginning and ending points of their teacher-education programs in Taiwan and 231 comparable U.S. preservice teachers completed a revised version of the S. Gibson and M. H. Dembo (1984) Teacher Efficacy Scale. Analyses indicated that the preservice teachers in these 2 countries may have conceptually different expectations of teaching (e.g., parental support, social awareness, individual effort). However, efficacy beliefs of preservice teachers in these 2 countries showed a similar pattern regarding the teachers' ability to adjust their teaching methods to meet the needs of individual children. Results suggest that in both countries, preservice teachers' efficacy beliefs may be influenced by the context of their academic programs, by their increasing competence and experience as teachers, and by cultural perspectives.

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References

1999Self-Efficacy: The Exercise of Control 1997Self-efficacy: the exercise of control 1990Handbook of research on teacher education 1984Teacher efficacy: A construct validation.1990Prospective teachers' sense of efficacy and beliefs about control.1994Teacher Efficacy: A Study of Construct Dimensions 1989Prior Beliefs and Cognitive Change in Learning to Teach 1990Socialization of Student Teachers

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