L'auto-efficacité et le stage d'enseignement : le cas du candidat anglophone en enseignement du français langue seconde au secondaire en Ontario
|Authors:||Togias, Helena Irena|
|Advisor:||De Koninck, Zita|
|Abstract:||The study reported in this paper dealt with the self-efficacy of Anglophone teacher candidates in Ontario who had completed a teaching practicum in French as a Second Language (FSL) during their university training. After establishing candidates' self-efficacy levels, the researcher attempted to determine which experiences seemed to be linked to candidates' self-efficacy levels. Nine University of Toronto teacher candidates completed a modified version of the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) in addition to a questionnaire on sources of self-efficacy. Given the limited number of participants and their consistently high self-efficacy scores (mean 7.38, standard deviation 0.61), the researcher was not in a position to make generalisations as to the impact of the various sources of self-efficacy studied. However, the findings do seem to indicate that the particular circumstances in each teacher candidate's practicum play an important role in the development of their beliefs.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||18 April 2018|
|Collection:||Thèses et mémoires|
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