תהליך ההכשרה במבט לאחור: תפיסות של מורים חדשים בנוגע למוכנותם להוראה

The current study focuses on beginning teachers' sense of preparedness for the job. It examines the degree to which novice teachers feel ready for the teacher role, and whether this sense of preparedness correlates with the components of teacher education (content knowledge, educational studies, pedagogical knowledge, practical experience, and induction program) and self-efficacy. The study was conducted among 584 novice teachers who participated in teaching internship workshops at one of the largest teacher-education colleges in Israel. The results indicate that while novice teachers view their degree of preparedness as moderate. Nevertheless, they perceive the theoretical and practical components of teacher education as positive contributors to their sense of preparedness, attributing the greatest significance to disciplinary studies as contributors to fostering their preparedness for the teaching role. Self-efficacy was found as mediator. Moreover, first-year teacher (compared to second-year teachers) and those who have trained via the traditional certification programs (compare to alternatively certification programs) feel higher level of preparedness. The discussion suggests theoretical and practical implications.