Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.
BACKGROUND: Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. AIM: We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experien...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
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2009
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| _version_ | 1797071585164656640 |
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| author | Malmberg, L Hagger, H |
| author_facet | Malmberg, L Hagger, H |
| author_sort | Malmberg, L |
| collection | OXFORD |
| description | BACKGROUND: Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. AIM: We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. SAMPLES: Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. METHODS: Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. RESULTS: Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. CONCLUSIONS: Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course. |
| first_indexed | 2024-03-06T22:55:27Z |
| format | Journal article |
| id | oxford-uuid:60347224-e45c-4731-9788-d83fbb7e5607 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T22:55:27Z |
| publishDate | 2009 |
| record_format | dspace |
| spelling | oxford-uuid:60347224-e45c-4731-9788-d83fbb7e56072022-03-26T17:51:55ZChanges in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:60347224-e45c-4731-9788-d83fbb7e5607EnglishSymplectic Elements at Oxford2009Malmberg, LHagger, H BACKGROUND: Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. AIM: We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. SAMPLES: Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. METHODS: Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. RESULTS: Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. CONCLUSIONS: Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course. |
| spellingShingle | Malmberg, L Hagger, H Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title | Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title_full | Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title_fullStr | Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title_full_unstemmed | Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title_short | Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. |
| title_sort | changes in student teachers agency beliefs during a teacher education year and relationships with observed classroom quality and day to day experiences |
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