Search results for: Teacher efficacy
Page 1/3 23 items
The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Updated: May. 21, 2021
This study, which involves student teachers who were carrying out one semester's practice teaching, aims to investigate the self-efficacy beliefs these student teachers embraced for implementing self-regulated learning (SRL) in the English as a foreign language (EFL) classroom. Two surveys investigating student teachers’ self-efficacy for instructing SRL in classrooms and their self-efficacy for self-regulating their studies in the university teacher training program were administered to 128 student teachers. Results of this study suggest that it is imperative for school-based mentors to scaffold student teachers to SRL principles and application of SRL strategies while they engage in practice teaching during the practicum. The study also highlights a pressing need to include instruction of SRL in the university teacher training curriculum to foster self-regulated approaches to teaching and learning.
Updated: Dec. 28, 2020
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Updated: Aug. 25, 2020
Application of Computer-Mediated Communication on Teacher Efficacy during School-Based Field Experience
This study examined the effectiveness of online social networking sites in developing the efficacy of student teachers during a practicum. The author found that such device was not as effective in enhancing teacher efficacy as many studies had hypothesized. Previous studies hypothesized that the popularity and familiarity of Facebook among student teachers would encourage them to use it as a platform where they can receive support, encouragement, and solutions when making decisions during a practicum. However, the findings of this study revealed that the efficacy of the participants in the Facebook community was only improved in area of Instructional Strategies, whereas that of the participants who were not part of this community improved in the areas of both Student Engagement and Classroom Management. The author concludes that an effective platform should involve both experienced teachers and other useful, easily accessible resources for student teachers. Furthermore, computer-mediated communication may not always be the optimal choice even with its commonality and familiarity.
Updated: May. 22, 2018
Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools
This article examines the professional development (PD) of a group of urban physical education teachers as they moved from a learning community focused on a new curriculum in physical education to a community of practice (CoP) committed to intense, sustained and focused engagement on issues related to their teaching practice and personal growth as physical educators. The participants reported development of their teaching practice and pedagogical skills by applying the teaching strategies shared by colleagues in the community. The teachers came to recognise their ability to design lessons to engage students and to implement these lessons in ways that were challenging and exciting, supporting the notion of increased self-efficacy. Their focus was consistently on their students and how to impact their learning by developing their own knowledge and skills in order to provide a quality education.
Updated: Jun. 14, 2017
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
This article examines the use of two readily available measures of incoming teacher qualification—amount of teacher education coursework and the highly qualified teaching credential as methods for predicting the teaching confidence and retention of incoming and novice teachers in high poverty/high minority urban schools.tthe author concludes that there is clearly a problem regarding the measurement of quality of preparation for teachers entering high poverty/high minority urban schools that desperately need a quality teaching force. To retain teachers, it is important that high poverty/high minority schools hire teachers who can articulate a belief in the success of the students in that school.
Updated: Feb. 17, 2016
This study explored how the initial concerns of preservice teachers changed over the course of a 1-year secondary school teacher training program in New Zealand. It also examined those concerns as they related to teaching efficacy and experiences on practicum. The findings reveal that students develop a more differentiated set of concerns about teaching as they gain classroom experience and their concerns become more realistic with that experience. The results also indicated that teaching efficacy and teaching concerns are not identical or interchangeable but instead have a reciprocal relationship. As teaching efficacy increased, concerns about teaching decreased.
Updated: Dec. 22, 2015
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
The Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure with Beginning Pre-service Teachers
This study examines the fit between beginning pre-service teachers’ scores from the Teachers’ Sense of Efficacy Scale in two different samples and two plausible rival models: 1-factor and 3-factor. The findings indicated that the 1-factor model resulted in the better fit within both samples. The findings suggest that preservice teachers who lack pedagogical knowledge and teaching experience do not differentiate between the different aspects of teaching measured by the TSES. Based on these results, the authors recommend using the total scale score as an indicator of pre-service teachers’ efficacy beliefs for teaching e at least for those pre-service teachers who have limited teaching experience and knowledge of teaching.
Updated: Feb. 10, 2015