Search results for: Teacher efficacy
Page 2/2 20 items
The Confidence to Teach English Language Learners: Exploring Coursework's Role in Developing Preservice Teachers’ Efficacy
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.
Updated: Nov. 06, 2013
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
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.
Updated: Apr. 14, 2011
Pathways to Teacher Certification: Does It Really Matter When It Comes to Efficacy and Effectiveness?
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.
Updated: Jul. 15, 2009
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.
Updated: Mar. 30, 2009
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.
Updated: Jan. 21, 2009
Teacher Efficacy of Pre-Service Teachers in Taiwan: The Influence of Classroom Teaching and Group Discussions
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.
Updated: Jan. 15, 2009
The article examines beliefs regarding teaching in student teachers. A sample of 339 participants took part in the study and following a factor analysis, three principle factors emerged: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Classroom management and discipline efficacy scored higher among working teachers, with other differences relating to the number of inservice years.
Updated: May. 21, 2008
A change in theories regarding school achievement moved away from the traditional thought that student background variables are the strongest predictors of the students' success or failure. Citing more current research studies, it has become quite evident that teacher effectiveness has been identified as the major factor predicting student academic progress. If teacher quality makes a difference in student learning, then teacher professional development programs should be focused on effective strategies.
Updated: Feb. 17, 2008
The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Updated: Dec. 11, 2007
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Burnout may begin as early as the student teaching experience. The article examines data from 49 student-teachers in the Southwest United States, gathered twice during their student-teaching period. The data included teacher efficacy, burnout, learning climate and cooperating teacher support. The study indicates significant interactions in three factors of burnout by guidance group, such that student-teachers who experience high guidance demonstrate lower levels of burnout at the end of their practicum.
Updated: Dec. 10, 2007