How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

Abstract

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.