Preservice Teachers’ Efficacy and Beliefs about Students’ Learning
Abstract
This mixed-methods study is an examination of the beliefs of 67 preservice teachers enrolled in a credentialing program in Southern California. To identify the beliefs of these preservice teachers, the researcher administered a survey that included items with Likert-scale and open-ended response options. Quantitative data was analyzed; qualitative data was coded; and the findings were compared. The findings revealed that the majority of participants believed (a) all students can and will learn; (b) student learning is a direct reflection of teaching; (c) all students can reach grade-level proficiency; (d) collaborating with other teachers translates into student achievement; (e) appropriate instruction enables students to learn; (f) collaborating with other teachers contributes to student learning; and (g) professional learning translates into student learning. Participants also listed some caveats that needed to be in place for students to learn, including (a) students can learn under the right circumstances; (b) students learn in different ways; (c) students learn if there is a supportive home life without major struggles; (d) students can learn but not all to the same standards (e) students can learn with support; (f) students learn best in positive learning environments; (g) students can learn if motivated; (h) students can learn if they are willing to learn; and (i) students can learn if given the right instruction. The findings of this study contribute to preservice program faculties’, teachers’ and school principals’ understanding of beliefs of preservice teachers. The findings can also inform professional development for teachers, including identification of areas in which more research would be beneficial to the field of education and the teaching profession. Key Terms: Teacher Beliefs, Preservice Teachers, Preservice Programs, Professional Learning, Teaming, Collaboration, Efficacy