Impact of Authentic Learning Exercises on Preservice Teachers' Self-Efficacy to Perform Bullying Prevention Tasks

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BACKGROUND: Teachers and preservice teachers may neglect intervening into and/or leading efforts to prevent bullying because they the lack confidence to do so. PURPOSE: The purpose of this study was to determine the impact of authentic learning exercises on health education preservice teachers’ self-efficacy to perform bullying prevention activities. A corollary purpose was to identify the ease and practicality of using the professional preparation standards as an instructional framework. METHODS: Preservice teachers (n 1⁄4 60) completed a pre/postassessment that measured self-efficacy to perform bullying prevention tasks aligned with 5 professional preparation standards. The intervention was authentic learning exercises aligned with the standards and administered during a professional preparation course. DISCUSSION: Participants’ self-efficacy to perform bullying prevention activities aligned with the standards increased significantly. Effect sizes varied, thus warranting additional research. As an instructional framework, it was easy to use the standards as a practical means to design authentic learning exercises. TRANSLATION TO HEALTH EDUCATION PRACTICE: When seeking to increase preservice teachers’ efficacy to perform bullying prevention activities, authentic learning exercises aligned with professional preparation standards might be an effective means to do so. Such exercises might also improve self-efficacy to perform tasks in other health content areas.


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American Journal of Health Education