scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

scholarly journals Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149 ◽  
Author(s):  
Peter Bjorklund ◽  
Alan J. Daly ◽  
Rebecca Ambrose ◽  
Elizabeth A. van Es
Keyword(s):  
Social Networks ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Network Centrality ◽  
Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2018 ◽  
pp. 797-817
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 62-82
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

scholarly journals The effect of social network-supported microteaching on teachers self-efficacy and teaching skills

2018 ◽  
Vol 10 (2) ◽  
pp. 115-130
Author(s):  
Ozge Kelleci ◽  
Taibe Kulaksız ◽  
Ferhat Kadir Pala
Keyword(s):  
Teacher Education ◽  
Social Network ◽  
Classroom Management ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Essential Elements ◽  
Theory And Practice ◽  
Teaching Skills ◽  
Teacher Self Efficacy ◽  
Interview Questionnaire

The three essential elements of an effective instructional environment are the students, the curriculum and the teacher. The teacher, on the other hand is the glue that combines these items. To train qualified teachers, it is important to use methods that employ theory and practice together in teacher education. In order for microteaching, one of these methods, to be more effective, supporting it with online environments such as social networks may be beneficial. In this respect, this study aims to find out the effects of Social Network-Supported Microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. Teacher Self-Efficacy Scale (TSES) and Open-Ended Interview Questionnaire (OEIQ) developed by researchers were used for data collection. The SNSM process took place in two stages. Pre-service teachers were asked to respond to Teacher Self-Efficacy Scale prior to SNSM, at the end of the first stage and subsequent to the SNSM. Following SNSM, through the open-ended interview questionnaire, opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Following the collection of data, quantitative and qualitative data were analysed. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data was in support of quantitative data, and pre-service teachers have expressly stated that SNSM has improved their teaching skills.Keywords: Microteaching; social network-supported learning; teacher education.

Professional Dispositions of Graduate Pre-service Mathematics Teachers among Three College of Teacher Education in Ethiopia

2021 ◽  
Vol 30 (3) ◽  
pp. 271-294
Author(s):  
Anteneh Tefera ◽  
◽  
Mulugeta Atnafu ◽  
Kassa Michael ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Teaching Mathematics ◽  
Research Approach ◽  
And Mathematics

The general objective of this study was to examine the professional disposition (attitude and self-efficacy) of pre-service teachers hold at the end of teacher education programs in terms of gender and modality. To do this, we used a quantitative research approach. The source of data was 3rd-year mathematics pre-service teachers who have graduated in the 2018/19 academic year. The study used self-reported questionnaires. Thus, 536 (309 male and 227 female) third-year pre-service mathematics teachers from the three sampled institutions (Kotebe metropolitan university, Hawassa college of teacher education, and Arba Minch college of teacher education) and trained under three modalities (generalist, specialist, or linear) have participated. The result showed that the ongoing teacher education program helps them to have a strong attitude and self-efficacy towards mathematics and mathematics teaching without gender difference. However, variations were observed in attitudes and self-efficacy across modalities. In general, it can be concluded that the teacher education program helps pre-service mathematics teachers to develop a strong attitude and self-efficacy towards mathematics and teaching mathematics. Therefore, it is recommended that further qualitative and detailed analysis should be conducted in order to find which part of the education system or educational inputs help pre-service mathematics teachers in colleges of teacher education to develop positive attitude and self-efficacy towards mathematics and teaching mathematics and should be shared to other universities and colleges.

scholarly journals Self-Efficacy Beliefs of Pre-Service Teachers Regarding Online Teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 47-65
Author(s):  
Mariam Naz ◽  
Ume Hani ◽  
Dr. Yaar Muhammad
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Teaching ◽  
Teacher Education Program ◽  
Efficacy Beliefs ◽  
The Self ◽  
Technology Enhanced Learning ◽  
Technological Advancement ◽  
Pedagogical Practice

Technological advancement in the rapidly changing world of work demands its use in every field, including education. In the current scenario, online education is the new normal. Therefore, future teachers should be aware of multiple instructional strategies and suitable ways of using technology to assist in the development of 21st-century skills in learners. Keeping this fact into consideration, this study aims to explore the self-efficacy beliefs of pre-service teachers regarding online teaching. The technological pedagogical content knowledge framework was employed to understand and describe the self-efficacy beliefs of teachers for effective pedagogical practice in a technology-enhanced learning environment. Through the use of phenomenological case study design, this research investigates the self-efficacy level, understanding, and expectations of futureteachers regarding effective online teaching. Koehler and Mishra’s TPACK framework and Bandura’s self-efficacy theory were used as the conceptual underpinnings of semi-structured interviews conducted with five pre-service teachers enrolled in a teacher education program. The study found a high level of self-efficacy perceived by pre-service teachers. Also, pre-service teachers were confident in using the TPACK framework for online teaching. The study suggests the use of technology-based materials in the courses of teacher education related to technology integration for enhancing self-efficacy beliefs of pre-service teachers regarding online teaching. 

scholarly journals Self-Efficacy of Teachers in Managing Inclusive Classroom Behavior: An Analysis

2021 ◽  
pp. 46-53
Author(s):  
Subhash Sarkar ◽  
Pinku Kundu
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Self Efficacy ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Cognitive Theory ◽  
Past Century ◽  
Effective Strategies ◽  
Classroom Behavior Management ◽  
The Relationship

Classroom management, a plaguing aspect of the teaching-learning process over the past century is the single skill that has contributed to self-efficacy of teachers and achievement of students. Self-efficacy, standing at the core of social cognitive theory has contributed in teachers’ ability to achieve desired outcome in the classroom. In the present study, an attempt has been made to analyze the relationship between classroom behavior management and self-efficacy of teachers and to identify the strategies for effective classroom behavior management from the literature.  The relationship between teachers’ classroom behavior management and self-efficacy beliefs is cyclic. Teachers with higher self-efficacy are more prone to use effective strategies resulting more student achievement which in turn causes higher self-efficacy of teachers. Identifying behavioral demands of the mainstreamed classroom, school wide discipline, peer- relationship establishment, affective education strategies, problem solving approach, self-management intervention, promoting positive behavior and decreasing inappropriate behavior are some of the effective strategies found in the literature which have effective implications in teacher education program which are still lacking in the revamped teacher education curriculum in our country and most importantly, teachers are to be trained in selecting and implementing respective strategies according to the situational demand and the individual needs of the students.

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

2022 ◽  
pp. 000494412110604
Author(s):  
Kang Ma ◽  
Anne McMaugh ◽  
Michael Cavanagh
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Multilevel Modelling ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Teacher Self Efficacy ◽  
Pre Service Teacher

This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

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