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.
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]