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Self Efficacy Beliefs of Pre-Service Teachers from Six Religious Affiliations: Educational Implications

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This study examined self efficacy beliefs of 1,145 prospective teachers from different cultural/religious groups in Israel: The groups were secular, religious and ultra-orthodox Jews and Muslim, Christian and Druze Arabs .Participants responded to the “Teacher Self Efficacy Scale”, measuring four different dimensions of self efficacy. The lowest score for all groups was on General Teaching Efficacy. Group differences were found on all subscales. The Jewish secular and religious groups had the highest score on General Teaching Efficacy and Efficacy for Teaching Low Achievers. The Arab groups had the highest score on Personal Teaching Efficacy and the Druze group had the highest score on Teaching Efficacy for Social Relations. These differences were discussed and implications offered for colleges and universities preparing future educators to teach in public and private schools.
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Keywords: Arabs; Jews; disabilities; pre-service teachers; religion; self efficacy

Document Type: Research Article

Affiliations: 1: Northern Illinois University 2: Bar-Ilan University

Publication date: January 1, 2009

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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