Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs
Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs
复制标题
联系和能力：三个教师教育项目中职前教师归属感、社交网络和自我效能感的探索
DOI：
10.1177/2332858420901496
复制
发表时间：
2020
期刊：
影响因子：
2.8
通讯作者：
Elizabeth A. van Es
中科院分区：
文献类型：
--
作者：
Peter Bjorklund;A. Daly;R. Ambrose;Elizabeth A. van Es
学习教书充满了挑战。职前教师的自我效能感可以潜在地缓解这些挑战的压力，而教师教育计划是帮助他们建立这一重要资源的基础。因此，了解自我效能感的基础对研究人员和教师教育工作者都很重要。在社会网络理论的基础上，我们探索了教师教育项目归属感、网络中心性和自我效能感之间的关系。我们的样本包括来自三所大学教师教育专业的245名职前教师。研究发现，专业归属感和网络中心性(入度和出度)与职前教师的自我效能感呈显著正相关。这项研究建立在越来越多的文献的基础上，这些文献探索了职前教师的社会网络与他们的信念和实践之间的关系。
Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.
影响因子：
16.4
作者：
Ryan, RM;Deci, EL
通讯作者：
Deci, EL