Search results for: Self efficacy
Page 7/13 121 items
This study examines possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, the study addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment. The findings revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context.
Updated: Oct. 21, 2014
This article describes a study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions.
Updated: Jun. 24, 2014
Learning While Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching
The purpose of this study was to understand how the extent to which the program was implemented, the participants’ background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities. The researcher also examined the teachers’ sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers.
Updated: Mar. 19, 2014
Because Wisdom Can’t Be Told: Using Comparison of Simulated Parent–Teacher Conferences to Assess Teacher Candidates’ Readiness for Family–School Partnership
This study assessed teacher candidates’ readiness for parent involvement. Specifically, the study used a text-based case and carefully selected videos of simulated parent–teacher conferences to explore teacher candidates’ awareness and use of two dimensions of interpersonal communication: responsiveness and structuring. The findings revealed that candidates felt highly confident about their ability to communicate with students’ families; their levels of efficacy did not align with their actual skills: candidates made limited use of a small range of effective communication strategies; and the candidates could discriminate between effective and less-effective models of professional practice.
Updated: Mar. 18, 2014
This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.
Updated: Feb. 19, 2014
Coping, Confidence and Alienation: The Early Experience of Trainee Teachers in English Further Education
The current article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. This article draws on data gathered between 2005 and 2009 from two separate projects. The studies on which this article is based, indicate that many trainee teachers in FE colleges, pre-service or in-service, encounter isolation, poor support and little guidance, however well they manage these conditions. However, the understanding of alienation employed in this article helps to highlight the importance of control and agency in teachers’ development.
Updated: Nov. 18, 2013
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
Students’ Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project
This meta-analysis study summarizes the effects of the GlobalEd Project on middle and high school students’ interest in social studies and negotiation self-efficacy. Meta-analytic evidence supports statistically significant increases in students’ interest in social studies for both middle and high school students and negotiation self-efficacy for high school students only as a result of participating in GlobalEd. Results demonstrated different effects of the intervention on middle and high school students, indicating greater increases for high school students.
Updated: Jul. 23, 2013
This study aimed to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced preservice teachers’ content knowledge and self-efficacy of cell phone use in schools. Results show a significant gain both elementary and secondary preservice teachers in content knowledge and self-efficacy of cell phone use in schools.
Updated: Jul. 22, 2013
Effectiveness and Impact of Technology-Enabled Project-Based Learning with the Use of Process Prompts in Teacher Education
The authors investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. The participants were thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL.
Updated: Jul. 16, 2013