1

Action Research

Pre-service teachers’ journey in self-efficacy: Don’t cry, you’ll make it!

By

Rebecca Bowes

March 26, 2019

ED 3323

Professor Wendy Bokhorst-Heng

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Table of Contents
Research Question ................................................................................................................... 3
Rationale and Aim ................................................................................................................... 3
Literature Review .................................................................................................................... 4
Methodology: ......................................................................................................................... 15
Data ........................................................................................................................................... 17
Data Analysis and Conclusions: ....................................................................................... 25
Next Steps: ............................................................................................................................... 26
Implications: .......................................................................................................................... 27
References ............................................................................................................................... 28

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Research Question
Will speaking with recent graduates from the Crandall Education Program increase our

sense of self-efficacy as pre-service teachers?

Rationale and Aim

Rationale: to find out how and if we can increase pre-service teachers’ self-efficacy.

Aim: to determine whether a human library style conversation with recent Crandall

Education program graduates will increase our sense of self-efficacy as pre-service

teachers.

Our questions

- How do we keep the higher achieving students engaged while also not letting the

struggling students fall behind?

- How do we help the struggling students? Ex: how do we help a high school

student that cannot read?

- How do we balance self-confidence with educational expectations?

- How do we address parents?


Literature Review
Elements
1. APA formatted citation
2. Describe type of article (academic
research, practitioner, or trade)
3. Useful references included (if
applicable)
4. Summarize the text’s thesis and
essential points
(introduction/context/background)
5. Research question(s), problem(s),
or issue(s) addressed
6. Who are the participants,
audience, and/or subjects?
7. What forms of data (or
information) help the author(s)
answer the questions, problems, or
issues?
4
Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as
sources of pre-service teachers’ self-efficacy. European Journal of Teacher
Education, (2)38, 263–279. doi:10.1080/02619768.2014.968705
Academic article
- Woolfolk How & Spero (2005)
- Henson (2005)
- Bandura (1997)
coined the term self-efficacy
After giving a self-efficacy questionnaire to 141 pre-service physical
education teachers, researchers determined that the strongest sense of self-
efficacy in PTs were in areas of relationships with students and discipline
or classroom management. The lowest score for self-efficacy for most PTs
was in instructional strategies and making sure that classroom lessons and
activities were meaningful to students and that they could carry them
individually without difficulty. Findings found that successful mastery
experiences (real-life teaching experiences) were linked to an increase in
low self-efficacy areas, but verbal and vicarious experiences were linked as
well, though not as successful. Self-efficacy was found to be linked to
student achievement, classroom teacher behaviour, teacher commitment,
and job satisfaction – all of these things are changing variables that can
shape a teacher’s belief in their ability to succeed.
1. Does practicum (real teaching experiences) contribute to and develop
pre-service teachers’ self-efficacy?
2. How do real teaching experience contribute to and develop self-
efficacy?
3.What is the nature of physical PTs self-efficacy? (266)
4. What kind of practicum training experiences is mentioned by PTs as
sources that contribute to their self-efficacy perception? (266)
Subjects: pre-service physical education teachers (phase 1:52 female and
89 male PTs from Portuguese faculties | phase 2: eight PTs from phase 1
with the highest and lowest end of self-efficacy scores on the questionnaire
from phase 1.
1. Self-efficacy questionnaire
2. Teacher Efficacy Sources Inventory (265)

8. What themes emerge about the
original questions, problems, or
issues?
9. What is important and/or
interesting in general about these
results?
10. What connections can be made to
other readings, classroom
observations, your project, or your
future as a teacher/action
researcher?
Elements
1. APA formatted citation
2. Describe type of article (academic
research, practitioner, or trade)
3. Useful references included (if
applicable)
4. Summarize the text’s thesis and
essential points
(introduction/context/background)
5. Research question(s), problem(s),
or issue(s) addressed
5
- Stronger self-efficacy = relationship with students and discipline
promotion
- Lower efficacy = instructional strategies
- Successful mastery experience = high self-efficacy
The results confirm that practicum and training supervisors in education
programmes are important factors in pre-service teacher’s self-efficacy; but
research doesn’t show how it influences self-efficacy.
Purpose: to contribute to the understanding of how PTs use practicum
experiences as sources when they construct their self-efficacy about
teaching physical education (264) – I believe this can be applied to all
subjects.
Self-efficacy is malleable early in learning so the first few years pf new
teachers is critical (265); we must pay attention to our practicum because
our self-efficacy increases during it; good host-teachers contribute to raise
in self-efficacy, bad ones could decrease it;
Helfrich, S. R., & Clark, S. K. (2016). A comparative examination of pre-
service teacher self-efficacy related to literacy instruction. Reading
Psychology, (7)37, 943–961. doi:10.1080/02702711.2015.1133466
Academic article
- Graham, Harris, Fink, & MacArthur (2001)
- Bandura (1997)
coined the term self-efficacy
If we can produce teachers with high self-efficacy involving literacy – both
reading and writing – then we can produce students who have higher
literacy skills and scores (945). But focusing on pre-service teacher
programs and providing literacy focused courses can improve teacher self-
efficacy, but the results of this study showed that teachers who studied a
broader grade range (K-6) that required less literacy-focused courses
actually showed the highest level of pre-service teacher self-efficacy.
Teacher self-efficacy is linked to higher field work experiences and its
formation is critical in the pre-service teacher time period.
1. Does the number of required literacy courses and program emphasis
make a difference in pre-service teachers’ reported self-efficacy related to
teaching literacy? (945)
2. Would pre-service teachers who completed more literacy coursework in
a K-3 program have higher self-efficacy related to teaching reading and
writing to children than pre-service teachers who completed fewer literacy
courses in a K-6 program? (945)

6. Who are the participants,
audience, and/or subjects?
7. What forms of data (or
information) help the author(s)
answer the questions, problems, or
issues?
8. What themes emerge about the
original questions, problems, or
issues?
9. What is important and/or
interesting in general about these
results?
10. What connections can be made to
other readings, classroom
observations, your project, or your
future as a teacher/action
researcher?
Arsal, Zeki. (2014). Microteaching and pre-service teachers’ sense of self-efficacy
in teaching. European
www.tandfonline.com/doi/abs/10.1080/02619768.2014.912627
6
Two groups of literacy pre-service teachers enrolled in programs: Program
A: K-3 (requiring more literacy-focused courses) or Program B: K-6
(requiring fewer literacy focused courses) – two schools in midwestern and
western US, 99% female, from ages 20-29. 57% has completed three
literacy education courses, while 43% had completed five or more. (947)
Asking pre-service teachers about their perceived self-efficacy to teach
both reading and writing (945)
TSELS test scores compared between the two classes (A: “significantly
lower” self-efficacy and B: “quite a bit” of self-efficacy) (951)
- Problem: self-efficacy is still low for pre-service teachers teaching
writing, even after a literacy course
- Teachers that studied K-6 requiring less literacy-focused courses
had an increase in self-efficacy
- “Maloch et al. (2003) found teachers’ efficacy for instructional
decision making was higher if they were graduates of teacher
education programs that required more reading-related coursework
and field experiences than those teachers who graduated from
programs requiring fewer reading-related courses and field
experiences” (946)
Results were opposite from the hypothesis; all pre-service teachers feel less
self-efficacy about teaching writing compared to teaching reading;
teachers’ self-efficacy affects their willingness to try anything new in their
classroom with their instructional techniques (related to the lower self-
efficacy of PTs with instructional strategies – Martins, Costa, & Onofre
(2015)) and affects their effort, which in turn is linked again with student
achievement, teacher competence and organization, and higher SE in
teachers is shown to reduce their willingness to criticize students who
make mistakes and increase their patience with students who struggle
(944); field experience, or mastery experiences (Martins, Costa, & Onofre
(2015)) contribute to an increase in teacher self-efficacy.
“It could in face be more beneficial for pre-service teachers to have
somewhat lower efficacy beliefs upon entering a classroom for the first
time. We feel it is possible that tempered expectations may allow pre-
service teachers to have a more realistic understanding of what they will be
able to accomplish in a classroom” (Haverback and Parault (2008) p. 251)
Low literacy rates in the US and in Canada; limited research on teacher
self-efficacy after more than one course, one field experience, one
semester, etc (944); up to 50% of teachers in the US are brand new
teachers (944); “there is very little research that measures teacher self-
efficacy across teacher preparation programs with very different
requirements and areas of focus” (944);
Journal of Teaching Education, 37, 453-464. doi:
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This is an academic article that argues that microteaching develops pre-service teachers’

sense of self-efficacy in teaching. Microteaching is similar to how we are observed and

critiqued in Canada, however the environment is controlled and recorded. The article

argues that through microteaching, a pre-service teacher becomes more effective, and is

more willing to apply new teaching methods. This is attributed to enactive mastery

experience; these teachers encounter the difficulties of teaching and learn how to

successfully approach them. Therefore, microteaching enhances pre-service teachers’

sense of self-efficacy. These conclusions were drawn by studying a random selection

sample of pre-service teachers (70) at a public university in Turkey. The experimental

group (35) received microteaching training while the control group (35) used the existing

instructional methods of lecturing, questions and group discussion. This group did not

perform microteaching activities nor did they take on the role of the teacher.

Colson, Tori, Sparks, Kelly, Berridge, Gina, Frimming, Renee & Willis, Clarissa.

(2017). Pre-service teachers and self-efficacy: A study in contrast. Discourse and

Communication for Sustainable Education, 8, 66-76. doi: 10.1515/dcse-2017-0016.

This article is an academic article that compares pre-service teachers’ self-efficacy after a

yearlong student teaching placement, and a traditional 16-week placement. The article

argues that teachers often feel burnt-out and stressed, especially in high poverty, low-

income areas, which lead to them quitting the practice. However, student teaching plays a

serious role in teacher retention due to the sense of self-efficacy it gives pre-service

teachers. Here, an exploratory study was done to compare self-efficacy results in teachers

who had completed a one-year internship, versus the traditional 16-week internship. The
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results of the study suggest that pre-service teachers in a yearlong internship felt more

efficacious in their overall ability as a teacher; especially in areas such as classroom

management and their ability to engage students in the lessons. The article suggests that

this may be due to the perception that more time in the classroom gives more experience.

Those with the yearlong internship were able to get to know their students and set

expectations over the whole year, which may have lead them to be more confident in

their abilities and score themselves as more efficacious than those with the traditional 16-

week internship.

Elements
1. APA formatted citation Carbonneau, K.J., Zhang, X., Ardasheva, Y. 2018. Preservice educators'
perceptions of manipulatives: The moderating role of
mathematics teaching self-efficacy. School Science & Mathematics,
118(7), 300-309. Retrieved from:
http://web.a.ebscohost.com/ehost/detail/detail? vid=5&sid=b14c3a0e-03af-
474b- bce9-289767cbdf0e%40sessionmgr4009&bdata=JnNpdG
U9ZWhvc3QtbGl2ZQ%3d%3d#AN=132991087&db=ehh

2. Describe type of article (academic Academic research

research, practitioner, or trade)

3. Useful references included (if -

applicable)
4. Summarize the text’s thesis and
essential points
(introduction/context/background)
5. Research question(s), problem(s),
or issue(s) addressed
In this study, they examine how prospective teachers perceive the efficacy
of manipulatives and if these perceptions relate to their future use of
manipulatives and their mathematics self-efficacy. They made a survey and
got responses from 97 preservice educators who had completed a
mathematics method course indicate three essential findings.
They examine how prospective teachers perceive the efficacy of
manipulatives and if these perceptions relate to their future use of
manipulatives and their mathematics self-efficacy.

6. Who are the participants, 97 preservice educators who had completed a mathematics method course
audience, and/or subjects? indicate three essential findings.

7. What forms of data (or
information) help the author(s)
answer the questions, problems, or
issues?
8. What themes emerge about the
original questions, problems, or
issues?
9. What is important and/or
interesting in general about these
results?
10. What connections can be made to
other readings, classroom
observations, your project, or your
future as a teacher/action
researcher?
Elements
1. APA formatted citation
2. Describe type of article
(academic research,
practitioner, or trade)
3. Useful references included (if
applicable)
4. Summarize the text’s thesis
and essential points
(introduction/context/backgroun
d)
5. Research question(s),
problem(s), or issue(s)
addressed
9
They do research and also made a survey.
The research made through the survey indicated three essential findings.
One, preservice teachers in this sample perceive manipulatives as highly
effective for enhancing students' performance, conceptual knowledge, and
affect and reported high levels of the intended use of manipulatives in their
future teaching. Two, both preservice teachers' mathematics content and
teaching self-efficacies were significant negative predictors of the intended
use of manipulatives. Three, the relationship between preservice educators'
perceptions and the intended use of manipulatives is dependent upon their
mathematics teaching self-efficacy.
How highly effective the preservice teachers perceive manipulatives. Also,
the relationship between preservice educators’ perceptions and the intended
use of manipulatives is dependent upon their mathematics teaching self-
efficacy.
Easy connections can be made to our mathematics class here at Crandall.
We are currently working on a project involving manipulatives so reading
this article was very helpful for that!
Miesera, S., Gebhardt, M. 2018. Inclusive vocational schools in Canada and Germany.
A comparison of vocational pre-service teachers′ attitudes, self-efficacy and
experiences towards inclusive education. European Journal of Special Needs
Education, 33(5), 707-722. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/08856257.2017.1421599
Academic research
-
The schools in both Canada and Germany are transitioning into inclusive education
systems. The vocational schools are also headed into the same direction. Both countries
have different school systems and each pre-service vocational teachers has a different
attitude, self-efficacy and experiences related to inclusive education.
The article addresses the new demands that vocational teachers face, due to the
introduction of inclusive education in Germany and Canada.
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6. Who are the participants, School systems in Germany and Canada.

audience, and/or subjects?

7. What forms of data (or
information) help the
author(s) answer the
questions, problems, or issues?
8. What themes emerge about
the original questions,
problems, or issues?
They do research and examine both Canadian and German pre-service vocational
teachers’ attitudes, self-efficacy and experiences related to inclusive education to find a
result.
The study identifies significantly more positive ratings in the Canadian sample across
all the three scales.

9. What is important and/or They conclude that the different ratings relate to different school systems, experiences
interesting in general about with inclusion and the teacher education systems. Also, their study shows more positive
these results? ratings in Canada.

10. What connections can be It directly connects to the Canadian education system! We will be working first-hand
made to other readings, within this system so to compare it to the German educational system is fascinating.
classroom observations, your
project, or your future as a
teacher/action researcher?

Article: Pre-Service Teachers’ Literacy Self-Efficacy and Literacy Competence

1.APA formatted citation

Bostock, L., & Boon, H. (2012). Pre-service teachers’ literacy self-efficacy and literacy

competence. Australian & International Journal of Rural Education, 22(1), 19–37.

Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=80224614&site=ehost

-live

2.Describe type of article (academic research, practitioner, or trade)

This article is academic research in the form of a survey.

3.Useful references included (if applicable)

There was an extensive bibliography. Many links were not available for free download.

The articles that could viewed were not very relevant to this project.
 11

4.Summarize the text’s thesis and essential points (introduction/context/background)

In Queensland Australia, the literacy scores of students were dropping. The authors

surmised that this result had something to do with new teachers entering the system, as

many of the schools in this district are remote and offer little support to new employees.

They endeavoured to answer this question by surveying pre-service teachers about their

abilities in literacy education at the local university.

5.Research question(s), problem(s), or issue(s) addressed

The research question they were attempting to answer was “Are new teachers in

Queensland, Australia competent at literacy education”?

6.Who are the participants, audience, and/or subjects?

Formally, the participants are pre-service teachers, however the authors also surveyed

local administrators on their attitudes/opinions towards the aforementioned group. The

audience is the district administration as well the leadership of the universities involved

in the education of new teachers.

7.What forms of data (or information) help the author(s) answer the questions, problems,

or issues?

In this study the authors conducted a survey/test with volunteer pre-service teachers. Part

of the survey was in regards to their self-efficacy in literacy, while another section tested

their actual literacy abilities without any external aids.

8.What themes emerge about the original questions, problems, or issues?

Most pre-service teachers in this district had a far higher opinion on their own abilities at

literacy than was warranted. From the comments it was not until the later years in their
 12

four year program that many of them started to understand just how lacking they where in

this area.

9.What is important and/or interesting in general about these results?

It appears that in this case the pre-service teachers self-efficacy exceeded their

competency in terms of literacy.

10.What connections can be made to other readings, classroom observations, your

project, or your future as a teacher/action researcher?

This article was pertinent as I believe many pre-service teachers are over endowed with

self-efficacy in many areas. By enlarge many are still at the unknown phase of their

journey. This is natural though for any program, as it is a function of age and lack of

experience, and will self-correct with time.

Article: Improving Pre-Service Teachers’ Self -Efficacy on Technology Integration

through Service Learning

1. APA formatted citation

Liyan Song. (2018). Improving pre-service teachers’ self -efficacy on technology

tntegration through service learning. Canadian Journal of Action Research, 19(1), 22–32.

Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=131930341&site=ehos

t-live

2. Describe type of article (academic research, practitioner, or trade)

This article is academic research in the form of a survey.

3. Useful references included (if applicable)

 13

There was an extensive bibliography. Many links were not available for free download.

4. Summarize the text’s thesis and essential points (introduction/context/background)

Pre-service teachers tend to be adverse to tech in the classroom, due to a corresponding

low level of self-efficacy in this area. However, if these individuals are exposed to hands-

on tech in the form of a Makerspace at a local school, would they be more comfortable

with the subject?

5. Research question(s), problem(s), or issue(s) addressed

Can having pre-service teachers participate in tech activities in a Makerspace at a local

school improve their self-efficacy in this area?

6. Who are the participants, audience, and/or subjects?

The participants are pre-service teachers. The audience is the district administration as

well the leadership of the universities involved in the education of new teachers.

7. What forms of data (or information) help the author(s) answer the questions, problems,

or issues?

In this study the authors conducted a survey with volunteer pre-service teachers. The first

was a baseline before the students were sent to a Makerspace in an actual school. The

second was after they had the experience of working in the space with students.

8. What themes emerge about the original questions, problems, or issues?

Most of the anxiety pre-service teachers experienced about this subject was due to a lack

of exposure to the subject matter.

9. What is important and/or interesting in general about these results?

Having pre-service teachers spend sometime, with an experienced teacher, in this subject

area can create self-efficacy.

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10. What connections can be made to other readings, classroom observations, your

project, or your future as a teacher/action researcher?

Familiarity creates efficacy. Nearly everything in life seems daunting at first, but

becomes easier with exposure. This is a great lesson to take into any classroom.

a) Based on our literature review, in our study we define pre-service teacher self-

efficacy as the confidence in our skills and abilities to perform specific tasks as

teachers.

b) Based on our literature review, we come to understand that pre-service teacher

self-efficacy is important because we feel more confident in our abilities to teach

our own students.

c) Based on our literature review, we identify three important measures of pre-

service teacher self-efficacy to be: 1) Instruction 2) classroom management and 3)

relationships with our students and colleagues.

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Methodology:
a. Research Context: This study was conducted at Crandall University in

honour of the Bachelor of Education program.

b. Participants: The participants of this study are the current students in the

Bachelor of Education program. Most of the participants will be

completing their internship in the fall of 2019.

c. Permission: N/A

d. Intervention: We spoke with recent graduates of the Education program

and asked them questions that relate to self-efficacy. The purpose of this

was to determine whether we felt more confident in our abilities to

complete our internship.

e. Data Collection: To collect our data, we created a survey on Survey

Monkey. We distributed this survey both before and after the intervention

and compared the results to see if students had a better sense of self-

efficacy after discussing with those who had already went through the

process. See survey below.

f. Data analysis: As a group, we created graphs that reflected both the pre

and post results of the survey. This way we were easily able to make

conclusions based on the data collected.

Survey: These questions are designed to determine the sense of self-efficacy among pre-

service teachers.

Strongly agree Agree Disagree Strongly disagree

I feel confident that I can develop an appropriate personal

 16

relationship with my students.

I feel confident in explaining new concepts and my ability to

relate it to students’ everyday lives.

I feel confident that I can communicate with parents regarding

their child’s educational progress.

I am confident that my post-secondary education will help me

achieve the goals that I set for myself as a future teacher.

I can remain calm when facing difficulties because I can rely

on my coping abilities and education.

I feel confident that I can make sure students enjoy coming to

school.

I feel confident that I apply different kinds of teaching methods

to enhance my students learning.

I feel confident that I can create meaningful learning

experiences for my students.

I feel confident that I can motivate my students to be actively

involved in their learning.

I feel confident that I can develop my teaching.

 17

Data
The following graphs include our pre-interview and post-interview survey results:

Question Strongly Disagree Disagree Agree Strongly Agree (%)

(%) (%) (%)

I feel confident that I can Pre 0 0 50 50

develop an appropriate personal Post 0 0 67 33

relationship with my students.

I feel confident in explaining Pre 0 5 59 41

new concepts and my ability to Post 0 22 67 11

relate it to students’ everyday

lives.

I feel confident that I can Pre 0 18 45 36

communicate with parents Post 0 17 72 11

regarding their child’s

educational progress.

I am confident that my post- Pre 0 9 59 36

secondary education will help Post 0 22 67 11

me achieve the goals that I set

for myself as a future teacher.

I can remain calm when facing Pre 0 9 77 14

difficulties because I can rely on Post 0 11 61 28

 18

my coping abilities and

education.

I feel confident that I can make Pre 0 9 55 36

sure students enjoy coming to Post 6 0 72 22

school.

I feel confident that I apply Pre 0 9 64 27

different kinds of teaching Post 0 6 56 39

methods to enhance my students

learning.

I feel confident that I can create Pre 0 9 55 36

meaningful learning experiences Post 0 0 72 28

for my students.

I feel confident that I can Pre 0 5 73 23

motivate my students to be Post 0 0 89 11

actively involved in their

learning.

I feel confident that I can Pre 0 0 41 59

develop my teaching. Post 0 0 50 50

 19

Overall

Question #1
 20

Question #2

Question #3
 21

Question #4

Question #5
 22

Question #6

Question #7
 23

Question #8

Question #9
 24

Question #10
 25

Data Analysis and Conclusions:

After analysing, we have concluded that the survey resulted in an imbalance of

the data. For an unknown reason, the pre-interview survey yielded twenty-two responses,

while the post survey resulted in only eighteen responses. Due to this unequal and small

data set, comparing unadjusted numbers would skew the analysis and resulting

conclusions. In an effort to minimize distortions caused by this result, the raw data was

converted to a percentage, which was then used for the analysis. However, we can still

draw relevant conclusions from the data. Based on the results, we have determined that

pre-service teachers self-efficacy went down. Where people had previously responded,

“strongly agree” to many questions, after the intervention that changed to merely an

“agree” response.
 26

Next Steps:

One of our next steps as a team would be to re-do the survey after completing our

fifteen-week internship. After completing our internship, we would have more hands-on

experience and be able to re-evaluate our self-efficacy. Another step would be to

complete our survey after being in the field of work for over a year. Re-evaluating our

self-efficacy would be interesting after having our own classroom, personal experience

and working in different aspects of the job. Furthermore, we would also like to have

those who have been teaching for several years complete the self-efficacy survey, instead

of those who have just finished their internship. It would be interesting to see how their

experience influences their self-efficacy.

 27

Implications:

Based on this study, I feel as though many of us had a high sense of self-efficacy

previous to the intervention, however, hearing stories on classroom management and the

large workload some teacher experience lead us to believe that we may not be as

prepared as we think. For myself, I feel confident in my ability to deliver curriculum

content to a classroom of diverse students, however I feel less confident in my ability to

respond to negative behaviours. This study made me realize the areas in which I need to

improve to be able to efficiently manage a classroom.

In terms of the methodology of action research, I feel as though this study was

significant in that I am able to understand the steps necessary to implement this kind of

research into my classroom. I feel as though it would be extremely beneficial to

implement action research as a means of understanding which of my classroom methods

work the best. I believe that as future teachers we have to be constantly thinking of ways

to improve our methods, and what better way to find out what is and is not working than

action research.
 28

References
Arsal, Zeki. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in

teaching. European Journal of Teaching Education, 37, 453-464.

doi:/10.1080/02619768.2014.912627.

Bostock, L., & Boon, H. (2012). Pre-Service teachers’ literacy self-efficacy and literacy

competence. Australian & International Journal of Rural Education, (1)22, 19–

37. Retrieved from:

search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=80224614&site=eho

st-live.

Carbonneau, K.J., Zhang, X., Ardasheva, Y. 2018. Preservice educators' perceptions of

manipulatives: The moderating role of mathematics teaching self efficacy.

School Science & Mathematics, (7)118, 300-309. Retrieved from:

web.a.ebscohost.com/ehost/detail/detail?vid=5&sid=b14c3a0e-03af-474b-bce9-

289767cbdf0e%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%

3d#AN =132991087&db=ehh.

Colson, T., Sparks, K., Berridge, G., Frimming, R. & Willis, C. (2017). Pre-service

teachers and self-efficacy: A study in contrast. Discourse and Communication for

Sustainable Education, 8, 66-76. doi: 10.1515/dcse-2017-0016.

Helfrich, S. R., & Clark, S. K. (2016). A comparative examination of pre-service teacher

self-efficacy related to literacy instruction. Reading Psychology, (7)37, 943–961.

doi:10.1080/02702711.2015.1133466.

Liyan Song. (2018). Improving pre-service teachers’ self -efficacy on technology

integration through service learning. Canadian Journal of Action Research, (1)19,

22–32. Retrieved from:

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