Understanding the role of critical incidents in relation to self-efficacy during course-embedded preservice teacher field experiences : a qualitative study

Abstract

This qualitative, collective case study documented the development of the self-efficacy beliefs of special education preservice candidates during one semester of a course-embedded field experience in a small, private, faith-based university in the Midwest. Interviews of candidates regarding critical incidents in field experiences as documented by participants, took place to provide an in-depth within-case and cross-case analysis of the course-embedded field experience as it influences candidate self-efficacy.