The Effects of Early Clinical Teaching Experiences
on Pre-Service Teachers' Self-Efficacy

Teachers lack sufficient experience (Block et al, 2010) leading to psychological unpreparedness when confronting challenges. Ample experiences for Physical Education Teacher Education (PETE) students in realistic pedagogical settings (Kirk & Macdonald, 2001; Lave & Wenger, 1991) are imperative. This study investigated the psychosocial dynamics of a course specifically-designed to improve PETE students’ self-efficacy (Bandura, 1977), teaching ability, and sociological perceptions of teaching. Twenty-seven PETE majors taught lessons they constructed to elementary-aged children. Pre- and post-teaching, subjects completed the Teacher Sense of Efficacy Scale (Tschannen, et al, 2011). Repeated measures ANOVA found a significant difference (.006, when p < .01) in subjects’ overall self-efficacy. Cross-case analyses of lesson plan reflections, course evaluations, and individual interviews with six randomly-selected subjects (males N = 3, females, N = 3) found that “performance accomplishments” and “vicarious experiences” played a significant role in improving subjects’ self-efficacy. Subjects’ self-efficacy of “student engagement”, “classroom management” and use of “instructional strategies” improved as a result of “hands-on teaching”. Subjects perceived “same-sex matching” an effective method for managing misbehavior. Findings illustrate the need for teacher education programs emphasizing cultural competence and abundant teaching experiences.

Assistant Professor Jared Androzzi is the Program Coordinator of Physical Education in the Health, Physical Education, Recreation, and Sport Department. He obtained his PhD in Pedagogical Kinesiology and MA in Community Youth Sport Development from the University of North Carolina at Greensboro. He graduated from Lock Haven University of Pennsylvania with a BA in Health and Physical Education. His research is primarily centered on the effectiveness of teacher education programs at developing highly-motivated, culturally-competent, and confident pre-service teachers. He has presented his research at conferences and has publications on biomechanics and on pedagogical practices in Physical Education Teacher Education.