Changes in secondary school preservice teachers' concerns about teaching in New Zealand

Abstract

This study followed a cohort of preservice teachers (n = 85) in a one-year secondary school programme in New Zealand, to examine their concerns about teaching in terms of what they are, how they are related to teaching efficacy, and how they are affected by practicum experiences. Before beginning the programme and after each of two practica, participants completed the Teachers’ Sense of Efficacy Scale (short form) (Tschannen-Moran & Woolfolk Hoy, 2001) and the Concerns About Teaching Scale (Smith, Mobley, & Klein, 2007; modified with permission). Focus groups (n = 8 each) were conducted after each survey administration. Results indicated that the participants’ concerns about teaching became differentiated over time and with classroom experience; their sense of efficacy increased. Results are discussed in terms of practical implications for teacher education taking into consideration the relationships among teaching concerns, practicum experiences, views of teaching, and policy changes in New Zealand.