Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy

2020 ◽  
Vol 23 (5) ◽  
pp. 1233-1257
Author(s):  
Keisha L. Bentley-Edwards ◽  
Howard C. Stevenson ◽  
Duane E. Thomas ◽  
Valerie N. Adams-Bass ◽  
Chonika Coleman-King
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Racial Stress ◽  
Pre Service Teacher

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.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

2013 ◽  
Vol 26 (1) ◽  
pp. 101-126 ◽  
Author(s):  
Ariel M. Aloe ◽  
Laura C. Amo ◽  
Michele E. Shanahan
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Meta Analysis

scholarly journals Classroom Management Problems Faced by Pre-Service Teachers Study Case: At Senior High School 1 of Plumbon

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Devi Siti Afiah
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
Management Problems ◽  
Study Case ◽  
Pre Service Teacher

This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.

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.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e044645
Author(s):  
Karen Devries ◽  
Manuela Balliet ◽  
Kerrie Thornhill ◽  
Louise Knight ◽  
Fanny Procureur ◽  
...  
Keyword(s):  
Classroom Management ◽  
Brief Intervention ◽  
Cote D'ivoire ◽  
Self Efficacy ◽  
Primary Schools ◽  
Côte D’Ivoire ◽  
Physical Discipline ◽  
Discipline Practices ◽  
Intermediate Outcomes ◽  
Consequences Of Violence

ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.ConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.

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