Search results for: Self efficacy
Page 3/13 125 items
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession. The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Updated: Nov. 06, 2018
This study aimed to determine the impact of a course on inclusive education on participants’ attitudes, concerns, and their teaching efficacy. The findings reveal that formal education alters pre-service teacher attitudes, concerns, and efficacy towards inclusive education while also revealing that demographic differences influenced the ability of formal education to modify these characteristics.
Updated: Oct. 16, 2018
This study aimed to determine the effects of microteaching on the sense of self-efficacy in teaching of a group of special education pre-service teachers’ in comparison with the effects of traditional teaching. The findings revealed that the sense of self-efficacy in teaching of the participants in both the control and experimental groups increased. An important result was that the sense of self-efficacy of the participants in the experimental group increased at a statistically significant level when compared with that of the participants in the control group.
Updated: Jun. 12, 2018
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum
This study aimed to explore changes in preservice elementary teachers’ technology self-efficacy during their participation in a specialized science content course that utilized a mobile technology-based physics curriculum, Exploring Physics. The findings reveal that learning science via iPads and the Exploring Physics curriculum app helped increase preservice elementary teachers’ self-efficacy for integrating mobile-technologies in their future science teaching. The data suggest that preservice teachers showed positive changes in their views, perceptions, and confidence to integrate mobile technologies into their future science teaching. The authors argue that the integration of iPads in ways for preservice teachers to learn science content allowed the participants to see benefits of using mobile technologies in science teaching, which positively contributed toward their technology self-efficacy.
Updated: Jun. 10, 2018
Measuring Preservice Teacher Self-Efficacy in Music and Visual Arts: Validation of an Amended Science Teacher Efficacy Belief Instrument
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Updated: May. 01, 2018
Why Do Some Beginning Teachers Leave the School, and Others Stay? Understanding Teacher Resilience through Psychological Lenses
This study investigated the differences between leavers and stayers in terms of the process of their resilience responses. The author focused on major psychological factors such as value, self-efficacy, beliefs and emotions in order to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. The findings revealed that both leavers and stayers had intrinsic interests in working as a teacher. However, the ways that leavers perceived and interpreted challenges were different from those of stayers. Furthermore, this study showed how teachers’ values, self-efficacy, beliefs and emotions are nurtured or hindered due to the school and classroom environments. These findings have implications for professional teacher development.
Updated: Feb. 21, 2018
This study aims to examine relationships between preservice teachers’ science self-efficacy beliefs and science content knowledge in the context of a specialized physics course designed for elementary preservice teachers. The findings indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Furthermore, it was found that there was a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs. These results strongly suggest positive changes in participants' science self-efficacy beliefs. In addition, participants felt confident in the science content learned in the course and felt comfortable teaching it.
Updated: Feb. 13, 2018
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks.Furthermore, the authors also found variation in classroom management.
Updated: Nov. 15, 2017
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
The purpose of this research is to identify the factors within the school environment that enhance and facilitate a teachers’ innovative behavior. Furthermore, it aims to examine whether it is possible to predict a teachers’ innovative behaviour with the proposed two-layer model (with self-efficacy being the first layer and teaching practices being the second). In this study, a model for predicting teachers’ innovative behaviour was proposed, with three general factors of school environment: interaction and involvement, need for innovation and freedom for innovation. The authors conclude that a teachers’ innovative potential is developed and used in the best possible way, when the school environment provides them with possibilities for self-development, recognition for their innovative behaviour and professional development and also constructive feedback from school management and the students’ parents.
Updated: Aug. 07, 2017