International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teacher efficacy
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24 items
11
This study examines the fit between beginning pre-service teachers’ scores from the Teachers’ Sense of Efficacy Scale in two different samples and two plausible rival models: 1-factor and 3-factor. The findings indicated that the 1-factor model resulted in the better fit within both samples. The findings suggest that preservice teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Based on these results, the authors recommend using the total scale score as an indicator of pre-service teachers’ efficacy beliefs for teaching e at least for those pre-service teachers who have limited teaching experience and knowledge of teaching.
Published: 2012
Updated: Feb. 10, 2015
12
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Published: 2014
Updated: Oct. 21, 2014
13
The purpose of this study was to determine how teachers rate themselves as compared to how students rate teachers. The authors used the Teacher Efficacy the External Influences Scale. This study demonstrates the utility of asking students to rate their teachers. In addition, the results indicate that students and teachers might perceive what influences students from different perspectives.
Published: 2012
Updated: Sep. 01, 2014
14
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Published: 2012
Updated: Apr. 29, 2014
15
This article examines the organization of endorsement curricula to increase preservice teachers’ confidence in their ability to teach English Language Learners (ELLs). Specifically, the authors were interested to determine what methods of instruction were most effective in increasing preservice teachers’ sense of self-efficacy in teaching ELLs. This study showed that allowing preservice teachers to engage and collaborate actively in the endorsement content with others is a very effective method of instruction in order to improve their confidence in teaching ELLs. The preservice teachers in this study believed that they could teach ELL students and that the information that they learned and the instructional methods advocated in the content were integrative and helpful for all student learning and development.
Published: 2012
Updated: Nov. 06, 2013
16
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Published: 2010
Updated: Apr. 14, 2011
17
In this study, the authors compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found.
Published: 2009
Updated: Jul. 15, 2009
18
This article develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions about using ICT in their own professional development.
Published: 2009
Updated: Mar. 30, 2009
19
This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching.
Published: 2008
Updated: Jan. 21, 2009
20
This preliminary study is based on the collaboration between a teacher training program and an elementary school. The purpose of this study is to investigate the effect that exposure to various sources of teacher efficacy has on pre-service teachers in Taiwan. The results of this study show some influences of classroom experience and group discussions on the teaching efficacy of this group of pre-service teachers. Pre-service teachers demonstrated a higher level of PTE after the classroom experience and group discussions.
Published: 2009
Updated: Jan. 15, 2009