Search results for: Dunst Carl J.
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Results from a metasynthesis of the relationships between 14 different types of preservice teacher preparation practices and teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Each type of preservice practice (e.g., course-based student learning) included different kinds of instructional methods (e.g., problem-based learning, inquiry-based learning, and project-based learning). The metasynthesis included 118 meta-analyses and 12 surveys of more than three million study participants. Findings clearly indicated that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices. The pattern of results helped identify high leverage and high impact teacher preparation practices. Implications for future research and improving teacher preparation are described.
Updated: Sep. 12, 2019
The purpose of the study was to determine the particular preservice and in-service variables that best explained variations in the participants’ confidence and competence beliefs. The findings reveal that preservice preparedness to work with young children and their families, and in-service types of types of training activities were important predictors of self-efficacy beliefs.
Updated: Sep. 20, 2015
Preservice Professional Preparation and Teachers’ Self-Efficacy Appraisals of Natural Environment and Inclusion Practices
This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers. Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.
Updated: Nov. 24, 2014