Document Type

Article

Publication Date

12-1-2021

Publication Title

Indonesian Journal of Educational Research and Review

Volume

4

Issue

3

First page number:

1

Last page number:

12

Abstract

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

Keywords

Teacher Preparation; Motivation; Self-Efficacy

Disciplines

Educational Psychology

File Format

PDF

File Size

408 KB

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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