Preservice Teachers’ Self-efficacy During a Field Experience at a Juvenile Detention Facility

ABSTRACT

The purpose of this study was to explore preservice teachers’ perceptions of self-efficacy during a field experience at a juvenile detention facility as they taught writing. A mixed-methods study was employed to investigate preservice teachers’ perceptions of self-efficacy, their perceptions of students, and their writing instruction. Analysis revealed that self-efficacy scores had statistically significant increases. This data was supported by preservice teachers’ perceptions of students and their writing instruction over the course of the field experience.

KEYWORDS:

• Writing
• juvenile detention facility
• preservice teachers
• field experience
• self-efficacy

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kristine E. Pytash

Kristine E. Pytash is an associate professor in the School of Teaching, Learning and Curriculum Studies at Kent State University. She can be reached at [email protected].

Rhonda Hylton

Rhonda Hylton is an assistant professor in the School of Teaching, Learning and Curriculum Studies at Kent State University. She can be reached at [email protected]