caa a22 4500 463209982 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s11251-006-9014-1 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9014-1 Pedagogical practices: examining preservice teachers' perceptions of their abilities [Elektronische Daten] [Maeghan Edwards, Kelli Higley, Jill Zeruth, P. Murphy] Teachers routinely make decisions regarding the best pedagogical methods for altering students' understandings about academic content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement. Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers) feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students' knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded. Springer Science+Business Media, Inc., 2006 Teaching as persuasion nationallicence Teacher efficacy nationallicence Pedagogical practices nationallicence Edwards Maeghan The Pennsylvania State University, 16802, University Park, PA, USA aut Higley Kelli The Pennsylvania State University, 16802, University Park, PA, USA aut Zeruth Jill The Pennsylvania State University, 16802, University Park, PA, USA aut Murphy P. The Pennsylvania State University, 16802, University Park, PA, USA aut Instructional Science Kluwer Academic Publishers 35/5(2007-09-01), 443-465 0020-4277 35:5<443 2007 35 11251 https://doi.org/10.1007/s11251-006-9014-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9014-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Edwards Maeghan The Pennsylvania State University, 16802, University Park, PA, USA aut NATIONALLICENCE 700 1- Higley Kelli The Pennsylvania State University, 16802, University Park, PA, USA aut NATIONALLICENCE 700 1- Zeruth Jill The Pennsylvania State University, 16802, University Park, PA, USA aut NATIONALLICENCE 700 1- Murphy P. The Pennsylvania State University, 16802, University Park, PA, USA aut NATIONALLICENCE 773 0- Instructional Science Kluwer Academic Publishers 35/5(2007-09-01), 443-465 0020-4277 35:5<443 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer