Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance

This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social...

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Published in:Teachers and teaching, theory and practice Vol. 23; no. 6; pp. 635 - 657
Main Authors: Liou, Yi-Hwa, Daly, Alan J., Canrinus, Esther T., Forbes, Cheryl A., Moolenaar, Nienke M., Cornelissen, Frank, Van Lare, Michelle, Hsiao, Joyce
Format: Journal Article
Language:English
Published: Abingdon Routledge 18.08.2017
Taylor & Francis Ltd
Subjects:
Case Studies
Correlation
efficacy and performance
Elementary School Teachers
Factor Analysis
Faculty Development
Grade Point Average
High Stakes Tests
Mathematics Instruction
Mathematics Tests
Multiple Regression Analysis
Peer Relationship
peer trust
Pre-service teacher education
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Social Capital
Social Networks
Statistical Analysis
Student Attitudes
Student Characteristics
Student teachers
Teacher Education Programs
Teacher Effectiveness
Teaching
Trust (Psychology)
California
ISSN:1354-0602, 1470-1278
Online Access:Get full text
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Summary:This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers' teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs.
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ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2016.1218329