Search results for: Self efficacy
Page 10/13 121 items
Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet Self-efficacy and Belief about Web-based Learning
The purpose of this study was to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. This study indicates that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning are significant predictors for their motivation toward web-based professional development.
Updated: Dec. 06, 2011
Preservice Teachers’ Sense of Preparedness and Self-Efficacy to Teach in America’s Urban and Suburban Schools: Does Context Matter?
This study examined the influence that school contextual factors have on American preservice teachers’ sense of preparedness to teach and culturally responsive teaching self-efficacy appraisals. The results indicate that preservice teachers’ culturally responsive teaching self-efficacy beliefs were significantly higher when these appraisals were made in a suburban school context rather than an urban school context. Furthermore, preservice teachers’ culturally responsive teaching self-efficacy beliefs were not stable but varied as a result of the context in which the appraisals were made.
Updated: Nov. 30, 2011
The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Updated: Aug. 23, 2011
The current study evaluated the multi-user virtual environment known as Second Life, as an exploratory course delivery platform and for its ability to enable teachers to meet elements of NETS•T. The researcher collected data from 17 graduate students enrolled in a master’s degree program in educational leadership in a southeastern state university. The Second Life multi-user virtual environment appears to be a promising environment that fosters high levels of engagement in adult learners, supports synchronous online class activities.
Updated: Aug. 23, 2011
Learner-Centeredness and Teacher Efficacy: Predicting Teachers' Consequence Concerns regarding the Use of Technology in the Classroom?
In this study, the authors explored the influence of teachers' learner-centered beliefs and teacher efficacy on consequence concerns. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns.
Updated: May. 30, 2011
Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction
The purpose of this study was to examine the relationship between teacher self-efficacy, collective efficacy, and job satisfaction among special education teachers. The study further sought to examine any differences that may exist between teachers in different settings, of various certification types, and of varying teaching levels. The participants were seventy special education teachers. Results showed relationships between both teacher self-efficacy and job satisfaction, and teacher self-efficacy and collective efficacy existed.The implications of this study are that improving levels of teacher self-efficacy could improve levels of job satisfaction.
Updated: Jan. 09, 2011
The Design of Pre-service Inclusive Education Courses and their Effects on Self-efficacy: A Comparative Study
The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.
Updated: Nov. 29, 2010
Masks as Self-study. Challenging and Sustaining Teachers’ Personal and Professional Personae in Early–mid Career Life Phases
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Updated: Oct. 17, 2010
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Updated: Oct. 12, 2010