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Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers
New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10656334/ https://www.ncbi.nlm.nih.gov/pubmed/38028234 http://dx.doi.org/10.1007/s12186-023-09326-x |
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author | Gagnon, Nathalie Dubeau, Annie |
author_facet | Gagnon, Nathalie Dubeau, Annie |
author_sort | Gagnon, Nathalie |
collection | PubMed |
description | New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires numerous adjustments in terms of organizational integration and socialization as well as on a personal level, new VET teachers also experience a major professional and identity transition: they shift from experts in their field to novices in the teaching field. Moreover, as they are not generally trained in pedagogy, new teachers must enroll in a mandatory teaching bachelor’s program once they are fully in charge of a class and its educational responsibilities. This complex process calls for a closer look at ways to facilitate their induction experience. Specifically, because it is closely related to motivation, engagement, and performance, this study focuses on their perceived self-efficacy as teachers. This study focused on 21 new VET teachers in the francophone province of Quebec, Canada, and aim to identify different strategies through which they succeeded in developing and maintaining their self-efficacy: strategies related to 1) the work of teaching, 2) mobilization of resources, 3) professional development, and 4) attitudes and well-being at work. These strategies allow us to gain a deeper understanding of previously unexplored aspects of the reality of these teachers, and to propose avenues for the development of interventions targeting their needs. |
format | Online Article Text |
id | pubmed-10656334 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-106563342023-07-17 Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers Gagnon, Nathalie Dubeau, Annie Vocat Learn Original Paper New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires numerous adjustments in terms of organizational integration and socialization as well as on a personal level, new VET teachers also experience a major professional and identity transition: they shift from experts in their field to novices in the teaching field. Moreover, as they are not generally trained in pedagogy, new teachers must enroll in a mandatory teaching bachelor’s program once they are fully in charge of a class and its educational responsibilities. This complex process calls for a closer look at ways to facilitate their induction experience. Specifically, because it is closely related to motivation, engagement, and performance, this study focuses on their perceived self-efficacy as teachers. This study focused on 21 new VET teachers in the francophone province of Quebec, Canada, and aim to identify different strategies through which they succeeded in developing and maintaining their self-efficacy: strategies related to 1) the work of teaching, 2) mobilization of resources, 3) professional development, and 4) attitudes and well-being at work. These strategies allow us to gain a deeper understanding of previously unexplored aspects of the reality of these teachers, and to propose avenues for the development of interventions targeting their needs. Springer Netherlands 2023-07-17 2023 /pmc/articles/PMC10656334/ /pubmed/38028234 http://dx.doi.org/10.1007/s12186-023-09326-x Text en © Crown 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Paper Gagnon, Nathalie Dubeau, Annie Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title | Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title_full | Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title_fullStr | Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title_full_unstemmed | Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title_short | Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers |
title_sort | building and maintaining self-efficacy beliefs: a study of entry-level vocational education and training teachers |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10656334/ https://www.ncbi.nlm.nih.gov/pubmed/38028234 http://dx.doi.org/10.1007/s12186-023-09326-x |
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