Abstract
This mixedmethods action research study examined the impact mock interviews had on pre-service teachers’ perceptions related to professional job interviewing when implemented within a college of education’s early childhood and elementary senior education methods block. Face-to-face mock interviews were added in hopes to enhance teaching methods in the College of Education’s undergraduate senior block and empower future educators toward excellence in the field of education. The results from the study included both quantitative Likert scale and qualitative constructed response survey items. After interpreting the quantitative and qualitative data separately, the researchers examined areas of intersection from the data to distill key findings which are evident in both data sources. The dominant finding outlined the increased confidence level in participants from pre to post survey collection. Based on the findings in this study, mock interviews, when employed with preservice teachers, builds confidence yielding greater self-efficacy when preparing for real-world job interviewing.
Recommended Citation
Franklin, Robin K. and Mitchell, Justin
(2021)
"Preservice Teachers' Perceived Self-Efficacy After Engaging in Mock Interviews,"
Teacher Education Journal of South Carolina: Vol. 15:
No.
1, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol15/iss1/4