Search results for: Self efficacy
Page 8/13 121 items
The Technology Integration Confidence Scale (TICS) represents a measure of preservice teacher traits regarding technology integration training. This article describes new Item Response Theory analyses of multi-semester the TICS data. The author finds the TICS to function very well. The author also finds that TICS scores remain consistent from semester-to-semester.
Updated: Jul. 16, 2013
Feelings of Preparedness Among Alternatively Certified Teachers: What is the Role of Program Features?
This study examines the extent to which program features relate to new teacher feelings of preparedness. The final sample of approximately 1,690 1st-year teachers included the teachers who had pursued either the traditional route or the alternative route. The findings reveal that alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. The results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete.
Updated: Jul. 08, 2013
Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Updated: Jun. 18, 2013
Modeling the Interrelationships among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution
The authors proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. The findings reveal that the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.
Updated: May. 29, 2013
Preparing Freshmen Teacher Candidates for Academia, Self-Regulation and Teaching: Effects of an Intervention Program
The authors examine the rationale and description of intervention workshops, Pla'ot (Hebrew acronym for Developing Academic Learning and Self-Regulation). The authors specifically examine the effects of the intervention workshops on its participants. The participants were five instructors, who taught in the workshops, and 96 freshmen teacher candidates in various majors at an Israeli college of education. The findings indicated that After participating in Pla'ot, candidates reportedly improved their (a) academic study strategies, and (b) self-regulation, particularly time management and self-efficacy.
Updated: May. 01, 2013
This study was aimed to identify the inter-relationships among internal factors and external factors that might affect pre-service teachers’ use of ICT. The participants were 1898 pre-service teachers in 18 different Turkish universities. The results indicate that pre-service teachers might have difficulty with integrating technology into the teaching and learning process. This study revealed that Turkish pre-service teachers used basic ICT applications. The pre-service teachers also reported that their knowledge level about advanced ICT applications was low.
Updated: Feb. 25, 2013
Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers
The goal of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy.
Updated: Jan. 28, 2013
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
The purpose of this study was to explore the relationship between preservice teachers’ perceived knowledge, as represented by the TPACK framework, and self-efficacy beliefs about their ability to successfully use technology in the classroom. The TPACK framework provides a valuable structure for teacher preparation and the ways that technology creates new dynamics in the teaching and learning process. This study has demonstrated the nature of this relationship in a specific context as a dynamic and evolving connection between preservice teachers’ knowledge and self-efficacy beliefs about technology integration.
Updated: Jan. 02, 2013
Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment
In this article, the authors explore the long-term impact of workshop series on faculty participants’ attitudes, confidence, and understanding as related to program assessment. Data were collected from surveys administered at three points in time. The findings reveal that the positive impact of ongoing, focused professional development in program assessment on faculty understanding, confidence, and attitudes related to program assessment can be sustained and even improved over time.
Updated: Dec. 26, 2012
This study aimed to explore the relationship between student teachers’ sense of efficacy and their teaching concerns. The participants were three hundred and thirty-nine prospective teachers enrolled in the secondary science and mathematics education departments of two universities in Turkey. Two instruments were used to collect data: ‘Teachers’ Concerns Checklist’ and Teachers’ Sense of Efficacy’. The results of this study reveal that pre-service teachers in this study had moderate senses of efficacy in terms of their efficacy in student engagement, instructional strategies and classroom management.
Updated: Dec. 04, 2012