Search results for: Self efficacy
Page 1/12 120 items
Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge
European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. The authors report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
Updated: Jul. 29, 2021
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Updated: Jul. 27, 2021
Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?
As student demographics continue to change in countries across the world, questions remain as to how well teacher education programmes are training teachers to teach students who are culturally diverse from their teacher. Preservice teachers (N = 523) from six different teacher education programs across one state in the U.S. completed a teacher self-efficacy scale used to determine their beliefs about teaching culturally diverse students at the end of their training and again after their first year of teaching. Teacher education programme descriptions across six programs suggested programs are provided and it was determined that these varied in their structure and in required coursework. Furthermore, findings revealed statistically significant differences across programs. Generally, preservice teachers rated their capability to teach diverse students as “adequate” to “well” on a five-point Likert scale. Scores dropped after one year of teaching full-time. However, these differences in mean scores as participants moved from the preservice to the inservice stage were not statistically significant. These findings suggest that teacher self-efficacy to teach culturally diverse students remain fairly stable as teachers make this critical transition so the work done at the teacher training stage is critical. Recommendations and implications for teacher education programs are provided.
Updated: Jul. 20, 2021
Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
Updated: Jun. 17, 2021
Classroom management skills are essential for effective teaching and consequently form an integral part of undergraduate teaching degrees. Self-efficacy in classroom management influences an individual’s willingness to undertake specific actions and their perseverance in the face of difficulties in executing these actions. In order to track the progress of pre-service teachers’ self-efficacy in classroom management, an easy to administer Classroom Management Self Efficacy Instrument (CMSEI) was developed and piloted with a third year cohort of pre-service teachers. This article reports on the psychometric properties of the CMSEI as determined through a Rasch analysis. The analysis supports the Classroom Management Self Efficacy Instrument (CMSEI) as an accurate and internally consistent, unidimensional scale for use with undergraduate pre-service teachers.
Updated: Jun. 06, 2021
Relationships in early practicum experiences: positive and negative aspects and associations with practicum students’ characteristics and teaching efficacy
One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica.
Updated: May. 12, 2021
Factors Influencing Preservice Teachers’ Self-Efficacy in Addressing Cultural and Linguistic Needs of Diverse Learners
How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency.
Updated: Mar. 11, 2021
Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance?
In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
Updated: Feb. 27, 2021
Examining preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork in a stand-alone educational technology course using flipped classroom or flipped team-based learning pedagogies
The study’s purpose was to investigate whether two different pedagogical strategies, flipped classroom and flipped team-based learning (FTBL), had different impacts on preservice teachers’ TPACK, attitudes, self-efficacy, and perceptions of teamwork. Several survey instruments were sent to 32 preservice teachers who were Middle Grades Education majors at the beginning and end of the spring 2019 semester. Descriptive analyses, paired-samples t-tests, independent sample t-tests, and Pearson’s correlation tests were run. The overall results showed that preservice teachers who enrolled in the FTBL section reported higher scores in most constructs. However, most comparisons had no statistically significant differences. The results may help teacher educators to rethink the pedagogical strategies used in the stand-alone educational technology course and provide alternatives to the traditional teaching approach.
Updated: Feb. 17, 2021
It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it. This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry pre-service teachers in an Australian school of education. The findings indicate that, in general, their mathematical content knowledge was not strong. Further, the participants expressed different levels of confidence and self-efficacy for specific concepts, so, while the scale used had high Cronbach’s alpha coefficients, its internal consistency was relatively weak. That is, confidence and self-efficacy were found to be content specific. Further, the participants tended to have confidence and self-efficacy scores that, while low, were inconsistent with their ability to do the mathematics; they tended to overestimate their mathematics competency. The findings with respect to pre-service teachers’ deficit of relevant mathematical knowledge, confidence and self-efficacy have implications for teacher preparation to teach mathematics in the study institution and potentially more broadly in the West.
Updated: Aug. 17, 2020