n South African Journal of Higher Education - A comparative study of pre-service teachers' self-efficacy beliefs before and after work-integrated learning




The purpose of the study was to compare the teaching efficacy beliefs of pre-service teachers before and after work-integrated learning (WIL) in a South African University of Technology. The comparison groups were formed based on the criterion of WIL. Pre-service teachers in their third year of the B.Ed. (FET) programme participated in the study and were followed through to their fourth year of study after completing six months of WIL. The long version of the Teachers' Sense of Efficacy Scale (TSES) was used to collect data from the participants. The data obtained before and after work-integrated learning were compared. There was a decline in the teaching efficacy beliefs of the students after work-integrated learning in all three categories of the scale, namely, student engagement, instructional strategies and classroom management. Based on the findings some recommendations are made about the importance of supporting pre-service teachers at practising schools.


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