Inclusion of Efficacy Experiences: Providing Intentional Clinical Experiences to Preservice Teachers in Elementary Classrooms

Abstract

Recent efforts to improve teacher preparation practices have called universities to place focus on enhancing clinical experiences of preservice teachers. Efforts to meet this call have resulted in little data furthering understanding of enhanced clinical experiences on self-efficacy belief development. In this case study, the researcher analyzed a new elementary preparation program employing an immersive, yearlong clinical experience. The researcher sought to understand if socialization into communities of practice during the experience influenced development of preservice teacher self-efficacy beliefs. The researcher analyzed the level of participant socialization and its influence on efficacy source experiences specifically. Additionally, the researcher analyzed if socialization facet variances across intern responses may have affected socialization. Findings indicated efficacy source experiences are linked to individuals’ level of socialization. Efficacy source experiences changed as participant socialization levels changed. Less socialized participants perceived experiences differently and experienced a lack of feedback from mentors.