Search results for: Self efficacy
Page 9/13 127 items
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
Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers
The goal of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy.
Updated: Jan. 28, 2013
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
The purpose of this study was to explore the relationship between preservice teachers’ perceived knowledge, as represented by the TPACK framework, and self-efficacy beliefs about their ability to successfully use technology in the classroom. The TPACK framework provides a valuable structure for teacher preparation and the ways that technology creates new dynamics in the teaching and learning process. This study has demonstrated the nature of this relationship in a specific context as a dynamic and evolving connection between preservice teachers’ knowledge and self-efficacy beliefs about technology integration.
Updated: Jan. 02, 2013
Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment
In this article, the authors explore the long-term impact of workshop series on faculty participants’ attitudes, confidence, and understanding as related to program assessment. Data were collected from surveys administered at three points in time. The findings reveal that the positive impact of ongoing, focused professional development in program assessment on faculty understanding, confidence, and attitudes related to program assessment can be sustained and even improved over time.
Updated: Dec. 26, 2012
This study aimed to explore the relationship between student teachers’ sense of efficacy and their teaching concerns. The participants were three hundred and thirty-nine prospective teachers enrolled in the secondary science and mathematics education departments of two universities in Turkey. Two instruments were used to collect data: ‘Teachers’ Concerns Checklist’ and Teachers’ Sense of Efficacy’. The results of this study reveal that pre-service teachers in this study had moderate senses of efficacy in terms of their efficacy in student engagement, instructional strategies and classroom management.
Updated: Dec. 04, 2012
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
Does the Social Working Environment Predict Beginning Teachers’ Self-Efficacy and Feelings of Depression?
In this article, the authors explore how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. The results show that the goal structure of the school culture predicts both outcomes.
Updated: Aug. 29, 2012
The current study examined how teacher characteristics and classroom characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy.
Updated: Jun. 27, 2012