Search results for: Efficacy
Page 1/2 13 items
The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Updated: Sep. 05, 2017
Examining the Impact of a Simulation Classroom Experience on Teacher Candidates’ S sense of Efficacy in Communicating with English Learners
This pilot study examined the use of a simulation classroom in helping teacher candidates enrolled in a general methods class adjust their communication for English learners (ELs). The findings revealed that the teacher candidates clearly articulated that they felt prepared to educate English learners in mainstream classrooms as a result of course work.
Updated: May. 10, 2017
Individualized Clinical Coaching in the TLE TeachLivE Lab: Enhancing Fidelity of Implementation of System of Least Prompts Among Novice Teachers of Students With Autism
In this study, the authors examine the efficacy of individualized clinical coaching (ICC) of least-to-most prompting (also referred to as system-of-least prompts [SLP]) in the TLE TeachLivE™ simulationreality teaching and learning environment (TLE). Participants included six novice educators enrolled in a graduate special education course that focused on EBPs for teaching learners with autism.
Updated: Apr. 02, 2017
In this study, the authors examined mentors working with at-risk youth in a school-based mentoring program. The authors examined changes in mentor perceptions, motives, and efficacy. The findings reveal that mentors were highly motivated to gain experience. Mentors were less motivated to gain recognition and increase creativity. In addition to motives, the authors considered mentors’ expectations about the relationship. They found that mentors’ initial expectations were not related to mentor satisfaction with the experience, perceived costs or benefits, and time spent mentoring.
Updated: Oct. 25, 2016
This paper investigates what can be learned by comparing and contrasting teacher education focused on core practices with other approaches that might also be called “practice-based,” including those dating back to the 19th century.
Updated: Mar. 29, 2016
Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the ‘Efficiency–Equity’ Doctrine in Curriculum Documents
This article focuses on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.
Updated: Apr. 14, 2015
This study examines the effects of having longer and better quality student teaching on a variety of outcomes. The findings indicate that the duration of student teaching has little effect on teacher outcomes. However, this study finds that the quality of student teaching has significant and positive effects. Prospective teachers who report better quality student teaching experiences feel more prepared to teach, more efficacious, and plan more years in teaching and in the district than peers who report lower quality experiences.
Updated: Nov. 19, 2014
Investigating Teacher Efficacy: Comparing Preservice and Inservice Teachers with Different Levels of Experience
This research examined differences in the levels of domain-specific and general efficacy across groups of preservice and inservice teachers. The participants divided into four classifications: the preservice teacher—prior, preservice teacher – post, novice teacher and experienced teacher. The findings revealed that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management.
Updated: Aug. 27, 2014
Preservice Early Childhood Teachers’ Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course
The purpose of this study was to investigate the effectiveness of an integrated science and mathematics methods course on preservice early childhood teachers’ efficacy beliefs for integrating science and mathematics in early childhood classrooms. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrating science and mathematics before and immediately after instruction. The findings provided evidence that the methods course was effective at enhancing preservice teachers’ efficacy beliefs for integrating science and mathematics.
Updated: Jun. 24, 2014
The Efficacy of Embedding Special Education Instruction in Teacher Preparation Programs in the United States
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were 208 teacher candidates in the United States enrolled in a required evaluation and measurement course. The results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.
Updated: Jan. 21, 2009