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Perceived Value Of Work-Integrated Learning On The Teaching Efficacy And Classroom Management Of Pre-Service Teachers., Casey P. Mainsbridge, Vaughan Cruickshank, Kira Patterson, Arto Gråstén
Perceived Value Of Work-Integrated Learning On The Teaching Efficacy And Classroom Management Of Pre-Service Teachers., Casey P. Mainsbridge, Vaughan Cruickshank, Kira Patterson, Arto Gråstén
Australian Journal of Teacher Education
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, …