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Exploratory analysis of pre-service teacher efficacy in Taiwan
ARTICLE

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TATE Volume 17, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Seven hundred fourteen early childhood and elementary pre-service teachers at the beginning and ending points of their teacher education programs in Taiwan completed a revised version of the Gibson and Dembo teacher efficacy scale. Descriptive statistics, the general linear model, and factor analyses were used to explore the differences in responses between the beginning, ending, early childhood, and elementary groups. Differences between these groups suggest that Taiwan pre-service teachers’ efficacy beliefs are influenced by cultural and/or social backgrounds, by the respective programs, by the context of their studies, and by their increasing experience. Their beliefs may reflect strong social and cultural differences with respect to perceptions about the roles of teachers and parents in educating children, and the potential for instructional success. Because the Gibson and Dembo instrument was created using American samples, some items may not be suitable for or apply to differing cultures.

Citation

Lin, H.L. & Gorrell, J. Exploratory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education: An International Journal of Research and Studies, 17(5), 623-635. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(01)00018-X