Early Childhood Teachers’ Knowledge and Self-efficacy for Evaluating Solutions to Repeating Pattern Tasks

2018 ◽  
pp. 291-310 ◽  
Author(s):  
Pessia Tsamir ◽  
Dina Tirosh ◽  
Esther S. Levenson ◽  
Ruthi Barkai
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Early Childhood Teachers

scholarly journals Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

2021 ◽  
pp. 518-534
Author(s):  
Ahmet Simsar ◽  
Ithel Jones
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Science Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Early Childhood Teachers ◽  
Efficacy Beliefs ◽  
Mentor Teachers

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

The mediating effect of resilience on the relationship between the self-efficacy and grit of pre-service early childhood teachers

2017 ◽  
Vol 17 (2) ◽  
pp. 491-512 ◽  
Author(s):  
MiRan Lee ◽  
◽  
HyeWon Lee ◽  
JeongHwa Tak ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Early Childhood Teachers ◽  
Mediating Effect ◽  
The Self ◽  
The Relationship
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