Search results for: Self efficacy
Page 10/13 127 items
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012
Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
Updated: Apr. 22, 2012
The current study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. This manuscript presents a new measure of teachers’ self-efficacy beliefs for literacy instruction (TSELI) that was tested with factor analysis and reliability analysis.
Updated: Feb. 22, 2012
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012
The authors investigated the impact of tutoring and observing on preservice teachers’ reading self-efficacy and content knowledge. Participants reading efficacy and content knowledge were compared. Results showed that both groups reported growth in reading self-efficacy and content knowledge.
Updated: Feb. 07, 2012
First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.
Updated: Jan. 12, 2012
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