Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

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Teacher Perceptions about Effective and Successful Teaching

Journal of Teaching in Physical Education ◽

10.1123/jtpe.6.2.122 ◽

1987 ◽

Vol 6 (2) ◽

pp. 122-135 ◽

Cited By ~ 9

Author(s):

Margarite A. Arrighi ◽

Judith C. Young

Keyword(s):

Preservice Teachers ◽

Teacher Perceptions ◽

Effective Teaching ◽

Student Teachers ◽

Teaching Effectiveness ◽

Teaching Strategy ◽

Personal Characteristics ◽

Inservice Teachers ◽

Two Samples ◽

Successful Teaching

The purpose of this investigation was to examine the perceptions of preservice and inservice teachers about successful and effective teaching. Two samples of preservice and inservice teachers responded to open-ended questions concerning their perceptions of teaching effectiveness and their own success. The first sample included 224 beginning physical education majors, student teachers, and inservice physical educators who identified 2,003 effective teaching components which were categorized into 20 different instructional factors by the research team. The second sample included 379 inservice and preservice teachers who were asked about their perceptions of successful teaching. Responses were then categorized by source of success: students, self, others’ reactions, or administrative. Results indicated differences in preservice and inservice teachers’ perceptions, suggesting a pattern of socialization into the teacher role. Teacher perceptions of effective and successful teaching reflected concern for student responses. Effectiveness categories identified included teaching strategy, management and organization, content, and personal characteristics. Perception of successful teaching indicated greater concern for self among preservice than inservice teachers.

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Examining the sources of self-efficacy among instrumental music teachers

10.32469/10355/69975 ◽

2019 ◽

Author(s):

◽

Bradley James Regier

Keyword(s):

Preservice Teachers ◽

General Education ◽

Effective Teaching ◽

Instrumental Music ◽

Self Efficacy ◽

Music Teachers ◽

Physiological State ◽

Instrumental Music Teachers ◽

Mastery Experiences ◽

Vicarious Experiences

This dissertation comprises three projects that were designed to investigate the extent that mastery experiences, verbal persuasions, vicarious experiences, and physiological state contribute to instrumental music teachers' self-efficacy. The first investigation was a review of the literature about self-efficacy and its sources among general education teachers, music teachers, and preservice teachers. The second investigation was a survey study of how instrumental teachers' self-efficacy for teaching strategies is influenced by its four sources. Results indicated concert band directors' self-efficacy related the most with mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences, respectively. Further investigation indicated levels of self-efficacy related with years of experience and self-perceptions of effective teaching. The third investigation was a case study of preservice instrumental teachers' self-efficacy and concerns. Participants' beliefs were most impacted by their familiarity with a setting and perceived success of previous pedagogical experiences. Results from these three projects indicated that instrumental music teachers' self-efficacy (a) is most influenced by the relative success of previous teaching experiences, (b) relates to effective teaching behaviors, and (c) improves with experience and familiarity in a setting.

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