dc.creator | García Lázaro, Irene | es |
dc.creator | Colás Bravo, María Pilar | es |
dc.creator | Conde Jiménez, Jesús | es |
dc.date.accessioned | 2023-06-14T10:50:13Z | |
dc.date.available | 2023-06-14T10:50:13Z | |
dc.date.issued | 2022-08-16 | |
dc.identifier.citation | García Lázaro, I., Colas Bravo, M.P. y Conde Jiménez, J. (2022). The impact of perceived self-efficacy and satisfaction on preservice teachers' well-being during the practicum experience. Sustainability, 14 (16), 10185. https://doi.org/10.3390/su141610185. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/147204 | |
dc.description.abstract | Teachers’ psychological and social well-being has become a relevant concern for the
educational community. Specifically, damage to it affects preservice teachers (PSTs) when con-
fronting educational challenges during their initial teacher education. PSTs’ well-being is related
to self-perceptions of professional worth, which impacts their emotional states, actions, and beliefs.
Perceived self-efficacy is a well-known indicator to measure these self-perceptions, allowing us
to explore PSTs’ valuation of their competence during experiential opportunities for professional
development. The practicum is considered for investigating perceived self-efficacy predictors, since
direct professional performance can be observed. This context also allows the exploration of their
satisfaction with their competence development and the training environment. This study analyzes
PSTs’ perceived self-efficacy predictors and job satisfaction during practicum experiences. A mixed
methodological design was selected with 258 PSTs participating in the quantitative part and nine PSTs
in the qualitative part. Descriptive, correlational, and inferential statistical analyses and two focus
group sessions were conducted. The findings show changes in perceived self-efficacy are generated
by social interactions and mastery experiences. Changes in perceived self-efficacy, satisfaction with
one’s competence, and the school environment are related significantly. Our conclusions highlight
the role of mentoring during the practicum in caring for PSTs’ self-perceptions and improving their
satisfaction with the experience. The importance of caring for well-being to avoid stressful situations
during the first training stages and prevent burnout in teachers in service is considered. Research
implications in the lines proposed are further discussed. | es |
dc.format | application/pdf | es |
dc.format.extent | 17 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability, 14 (16), 10185. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Preservice teacher | es |
dc.subject | Teacher wellbeing | es |
dc.subject | Perceived self-efficacy | es |
dc.subject | Initial teacher education | es |
dc.subject | Practicum | es |
dc.subject | Student teaching experiences | es |
dc.subject | Mentoring | es |
dc.title | The impact of perceived self-efficacy and satisfaction on preservice teachers' well-being during the practicum experience | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social | es |
dc.relation.publisherversion | http://doi.org/10.3390/su141610185 | es |
dc.identifier.doi | 10.3390/su141610185 | es |
idus.validador.nota | J. A. Caro | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 14 | es |
dc.publication.issue | 16 | es |
dc.publication.initialPage | 10185 | es |