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Search Results for 'Self efficacy' (Keyword)
94 items found 1 / 10
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1   |   From section Preservice Teachers
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
This study examines special education intern teachers’ perceived levels of teaching efficacy and the important roles of teaching resources, teachers’ backgrounds, and support from school districts, teacher preparation programs, and pupils’ parents. The findings reveal that the relationship between the quality of support and the level of personal teaching efficacy (PTE) was statistically significant for intern teachers. The authors explain that teaching context in the form of lack of support from school districts, lack of resources, and heavy workloads present grave perils to teachers’ self-efficacy and can weaken the ultimate success of special education teachers. Low levels of self-efficacy combined with increased stress brought about by the emphasis on test scores can contribute to teacher burnout and high rates of attrition for special education intern teachers.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
2   |   From section Teacher Education Programs
Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program
This study aimed to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. The findings revealed that microteaching sessions provided pre-service teachers experiences in a controlled and supportive environment. The microteaching process also provided vicarious experiences to the PSTs through observation of teaching performance of teammates and other participants. The a collaborative peer microteaching (Cope-M) process created a practice of discussion-based and supportive teaching to shift the PSTs’ teaching practice to a more robust understanding. Furthermore, the findings suggested that the level of self-efficacy beliefs toward science teaching were positively affected by the Cope-M and were affected slightly negatively after early field experiences.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
3   |   From section Preservice Teachers
Pre-service Teachers’ Science Beliefs, Attitudes, and Self-efficacy: A Multi-Case Study
The purpose of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
4   |   From section Mentoring & Supervision
Mentor Education: Challenging Mentors’ Beliefs about Mentoring
The first purpose of this article is to contribute to the field of mentoring by investigating whether and how university-based mentor education challenges mentors’ beliefs about mentoring. The second purpose is to explore judge mentoring as a quantitative construct, and to test whether self-efficacy related to their mentor role, role clarity, mentor experience and formal mentor education have influence on beliefs consistent with judge mentoring. The findings indicate that mentor education contributes to lower levels of beliefs consistent with judge mentoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judge mentoring.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
5   |   From section Mentoring & Supervision
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Publication Year: 2012    |    Updated in ITEC: November 9, 2016
6   |   From section Teacher Educators
Perceptions of Freedom and Commitment as Sources of Self-efficacy Among Pedagogical Advisors
This study examined what pedagogical advisors perceive as factors affecting their professional self-efficacy. The major finding is that pedagogical advisors perceive their professional autonomy as a necessary condition for the effective fulfillment of their role. Autonomy allows them to develop their potential in the intrapersonal, interpersonal and organizational domains of their work. Their sense of autonomy is based on a connection between freedom and commitment to the teaching profession.
Publication Year: 2012    |    Updated in ITEC: August 1, 2016
7   |   From section Mentoring & Supervision
Trajectories of Mentors’ Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?
In this study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program.
Publication Year: 2013    |    Updated in ITEC: June 5, 2016
8   |   From section Instruction in Teacher Training
The Use of Conceptual and Pedagogical Tools as Mediators of Preservice Teachers’ Perceptions of Self as Writers and Future Teachers of Writing
The goal of the study was to analyze how a writing methods course mediated early childhood preservice teachers (PSTs)’ knowledge of the tools necessary for them to be successful teachers of writing and how PSTs’ development as teachers of writing changed. Findings include the utility of conceptual and pedagogical tools to develop PSTs’ understandings of writing and the ways teaching decisions can be developed. Additional findings address shifts in PSTs’ thinking about themselves as writers and future teachers of writing.
Publication Year: 2014    |    Updated in ITEC: June 5, 2016
9   |   From section Instruction in Teacher Training
Looking Back on Experienced Teachers’ Reflections: How Did Pre-service School Practice Support the Development of Self-efficacy?
This study investigates how Estonian teachers with more than 25 years of professional experience recall and describe their pre-service teaching practice experience. This study indicates that supportive professional communication is essential for developing self-efficacy. The majority of the interviewees emphasised, either explicitly or implicitly, the importance of cooperation between student teachers and supervisors in the form of discussion and feedback. Both positive and negative experiences during their school practice contributed towards meaningful experiences becoming the catalyst of self-reflection. Many participants seemed to have experienced at least one particular feature in common, such as low perception of a sense of community within the school.
Publication Year: 2013    |    Updated in ITEC: April 19, 2016
10   |   From section Instruction in Teacher Training
The Seminar Course in Teacher Education: Perspectives of Teachers and Students
In this article, the authors examined teachers' beliefs and actions concerning the teaching of the seminar course in colleges of education in Israel. As regards the students, they examined self-efficacy, knowledge of the writing process, and the contribution of the seminar course to their writing product. The findings show the lack of a unified method of teaching the seminar course. Analysis of teachers' statements revealed six different perceptions concerning the purpose of the course. However, the common belief of most teachers stated that the seminar work affords an opportunity to combine theory and practice in the field. Results also show strong teacher involvement in the pre-writing stage, for instance, in generating ideas and motivating students to explore and write evidenced-based papers. Most teachers favor creative and reflective thinking at the expense of academic writing conventions.
Publication Year: 2016    |    Updated in ITEC: March 8, 2016
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