Preservice Special Educators’ Development of Self-Efficacy: The Role of Student Teaching

This qualitative interview study explored five special education preservice teachers’ understanding of their student teaching experience, and the presence of the four sources of self-efficacy in their responses. All sources of self-efficacy were identified, with a delineation between field placements and other aspects of their preparation program. Overall, participants found student teaching particularly beneficial. Responses exhibited a perception of idealism derived from the coursework in their educator preparation program compared with a realism in field placements. Positive self-efficacy is crucial for competence, therefore recommendations for preparation programs to consider the sources of self-efficacy when designing field experiences are provided.