Building Teacher Efficacy Through International Experiences

Author Information

Emily Reeves Fyfe, Midwestern State University, United States
Christina Janise Wickard, Midwestern State University, United States

Abstract

Many pre- and in-service teachers often do not feel adequately prepared to teach students from different backgrounds (Moloney & Saltmarsh, 2016). This lack of experience can result in lower teacher efficacy. Teachers aiming to succeed in their careers must build efficacy in their teaching abilities. Research suggests that experiences gained through international travel can significantly shape preservice teachers’ perspectives on education (Garmon, 2005). International partnerships offer valuable opportunities for teachers to expand their viewpoints and enhance their teaching approaches. In visual arts education, incorporating student-generated photography has shown to increase student responsibility, ownership, and the depth of their understanding (Coles-Ritchie, M., Monson, B., & Moses, C., 2015). Photography captures unique perspectives and documents meaningful experiences, fostering stronger connections and understanding among people. This study involved preservice teachers who studied in London for six weeks during the summer. While abroad, participants engaged in reflective ethnography assignments, encouraging them to observe and interpret their experiences. This practice aimed to develop their observational and analytical skills, contributing to their overall teaching efficacy. At the start of the project, participants completed the Teacher Self-Efficacy Survey (Siwatu, 2007) to establish a baseline. After finishing the program, they retook the survey to measure any changes in their self-efficacy. The pre- and post-survey results were then compared to evaluate the impact of the experience on their teaching efficacy.

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