Self-efficacy and Dynamic Transformation of Learning in Initial Teaching Practice

Abstract

This study was a qualitative comparative analysis of the impact of a Pilot Program for Initial Practice on the learning of 12 music teachers in training. The student teachers were divided into two groups: the first carried out teaching practice based on observation, while the second was actively involved in the classroom, working with small groups of students. Focus groups were conducted and information was obtained from analysis of various external sources (audio and video recordings of classes, interviews with supervisor) and the logs of the student teachers, applying the constant comparative method of Lincoln and Guba (1985). It is shown that there are differences between practice systems in the mechanisms by which student teachers integrate knowledge, construct their professional identity and teacher expertise. Self-efficacy beliefs (Bandura, 1986, 1997) generated during the process are crucial to determining the type of interaction in the classroom, facilitating the dynamic transformation of learning.