Search results for: Self efficacy
Page 5/13 121 items
The aim of this study was to determine how Internet self-efficacy helps students to transform motivation into learning action and its effect on learning performance. There were two main results of this study; the first one is: it was proved that the Internet self-efficacy of learners is an important factor influencing learning performance and motivation; and these influences are stronger for male students than for female students. The second result of this study shows that Internet self-efficacy had less influence on learning performance for the female students than for the male students; however, Internet self-efficacy did influence the confidence and learning performance of the male students.
Updated: Jan. 19, 2016
The purpose of this study was to examine the ways in which prospective teachers’ conceptions about teaching science as inquiry, and their efficacy for teaching science change across the Science Semester. Entering the Science Semester, the participants related to science as coursework they needed to complete to meet program requirements. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives. In contrast to the mixed views on their own learning, all of the participants eagerly embraced the idea that elementary science teaching should involve inquiry-based methods. The idealized image of activity-based experiences for children fulfills their goals for their future classrooms, and is congruent with their goals for a nurturing classroom environment.
Updated: Dec. 14, 2015
The present study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. The authors conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy.
Updated: Dec. 07, 2015
The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. The authors found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
Updated: Oct. 13, 2015
The purpose of the study was to determine the particular preservice and in-service variables that best explained variations in the participants’ confidence and competence beliefs. The findings reveal that preservice preparedness to work with young children and their families, and in-service types of types of training activities were important predictors of self-efficacy beliefs.
Updated: Sep. 20, 2015
This article examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences.
Updated: Sep. 02, 2015
This exploratory study aimed to examine online teachers’ self-reported frequency and confidence in performing online learning tasks. The study compared between two groups of teachers. One group was comprised of teachers who had completed a comprehensive preparation program, the other group comprised of teachers who participated in a one-day face-to-face workshop. This study found no differences between those with extensive preparation for teaching online and those with only a basic understanding of the course design, the structure of online course materials, and expectations and responsibilities.
Updated: Aug. 16, 2015
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
This study analyzes the association between teachers’ self-efficacy beliefs in educational Internet use and the perception levels of their technological pedagogical content knowledge (TPACK). The findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. The findings show all knowledge types contained in the TPACK model are significantly and strongly related to the self-efficacy beliefs in educational Internet use. The findings indicate that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. The results clearly show that better TPACK knowledge is correlated with higher self-efficacy in educational Internet use.
Updated: Aug. 05, 2015
Exploring Australian Pre-service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
This study examined the sense of efficacy of final-year Australian pre-service primary teachers and the sources of information that contributed to it. The findings revealed that these beginning teachers have a healthy sense of efficacy for teaching as they begin their professional lives, with the majority feeling they can influence the education of their students quite a bit. Furthermore, the results suggest that respondents did not make any differentiation between classroom management, instruction or student engagement tasks. Finally, the pre-service teachers appeared to use four distinct sources of information when assessing their sense of efficacy in classroom behaviour management: enactive mastery experiences/verbal persuasion, personal qualities, vicarious experiences and physiological and affective states.
Updated: Aug. 05, 2015
This study aimed to investigate Beijing inservice teachers’ self-efficacy for inclusive education as well as the relationship between their self-efficacy, demographic variables and attitudes towards inclusive education. The results reveal that the Teacher Efficacy for Inclusive Practices (TEIP) scale can be divided into three sub-scales - efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour - and therefore provides additional support to the validity of the instrument. The complete TEIP scale and its sub-scales had good reliability, and the data fit adequately the anticipated three factor solution.
Updated: Jul. 20, 2015