Self-Efficacy or Overconfidence? Comparing Preservice Teacher Self-Perceptions of Their Content Knowledge and Teaching Abilities to the Perceptions of Their Supervisors. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Dassa, Lori; Nichols, Bryan
• Is Part Of: New educator. Volume 15:Issue 2(2019)
• Page Start: 156
• Page End: 174
• Publication Date: 2019-04-03
• Subjects: Teachers -- Training of -- Periodicals; Teachers -- Recruiting -- Periodicals; Education -- Study and teaching -- Periodicals; 370.71073
• DOI: 10.1080/1547688X.2019.1578447
• Languages: English
• ISSNs: 1547-688X

Abstract

ABSTRACT: This study investigated how closely related the perceptions of student teachers were to those of the clinical educators and university supervisors who evaluated them in subject-specific content knowledge and teaching ability. Although our initial concern was low teacher self-efficacy, our study found student teachers consistently rated themselves higher than the professionals who evaluated them. Supervisors also had concerns about the students' ability to process anything but top ratings in a constructive way. Our results suggest that our teacher education program may not be instilling enough healthy doubt in many future teachers, helping us better strike the difficult balance between under- and overconfidence.