Search results for: Self efficacy
Page 8/13 125 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
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
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