The Effect of Early Experience on the Self-Confidence of 2nd Semester (Practicum II/III) Student Teachers: A Self-Reflection Comparative Study Between Those Who Have Completed the Institution's Minimum Field-Based Prerequisite and Those With Additional Experience

ABSTRACT THE EFFECT OF EARLY EXPERIENCE ON THE SELF-CONFIDENCE OF 2ND SEMESTER (PRACTICUM II/III) STUDENT TEACHERS: A SELF-REFLECTION COMPARATIVE STUDY BETWEEN THOSE WHO HAVE COMPLETED THE INSTITUTION’S MINIMUM FIELD-BASED PREREQUISITE AND THOSE WITH ADDITIONAL EXPERIENCE by Kate Buckley Master of Science in Social Science California State University, Chico Spring 2010 There is a seemingly endless assortment of constructive and positive ways college students can get involved, get connected, and perhaps as a result, develop higher levels of confidence. Who takes advantage of the experiences and opportunities available and do they make a difference in their long-term success not only during their college years, but ultimately in their professional careers? The purpose of this study was to consider not only the variety of opportunities and activities college students get involved in, and in the case of this study, student teachers, but the self-confidence, emotional ix intelligence and self efficacy gained as a result. How all of this lends itself to their overall sense of confidence and effectiveness as student teachers was also explored and analyzed. A total of 183 students enrolled in one of the 6 credential programs at CSU, Chico spring semester 2009, and weeks away from completing their student teaching obligation, were surveyed. Data collected from the survey results showed a wide and diverse array of involvement, both working with youth and not working with youth – many were involved in community and civic engagement projects, campus-based activities, leadership roles, internships, and in some cases, had jobs as supervisors and managers at businesses in the local community to pay for college and living expenses. Which students take advantage of the experiences and opportunities available through campus and community connections? Do they make a difference in their confidence and long term success? Upon reflection, did they feel it would have been more beneficial to their overall sense of self-confidence if they had more experiences before entering the credential program? Interesting and significant results collected from the data and research conducted supports that higher levels of involvement, as a result of earlier experiences, tends to increase an overall sense of self-confidence.