Article ID: 48102
Teaching practice leads to learning not only for teaching interns but also for the supervising teachers who are responsible for teaching them. However, these findings have only been discussed in case-descriptive studies from the perspective of and data collected from the supervisor. In this study, we investigated whether there were differences in teachers' autonomous learning attitudes and teacher efficacy based on whether they accepted teaching interns. We measured autonomous learning attitudes and teacher efficacy among 542 teachers by using propensity scores and adding covariates such as sex, age, and years of teaching experience. The results showed that supervising teachers who had accepted teaching interns displayed significantly higher levels of autonomous learning attitudes, such as a positive attitude toward challenges and self-reflection, and teacher efficacy in terms of ICT use than teachers who had not. These findings are discussed from the perspective of the teacher education function of practice being a key factor in teacher education.
