| Abstract: | The author examines the effectiveness of a Practicum in the Teaching of Psychology for the training of prospective faculty members. Specifically, the author examines the following questions: (a) In what areas do prospective faculty need more knowledge or skills, (b) what activities most increased self-efficacy, and (c) what can be learned through an intensive, single-subject design about the process of becoming a teacher? Pre- and posttesting and a qualitative protocol were used to examine the change process. Results indicated a profound need for information on a broad range of topics and revealed that feedback from students and the practicum instructor was the primary source of increasing self-efficacy. |
