scholarly journals Preservice elementary teachers’ perceptions of their self-efficacy in teaching thinking skills

2010 ◽  
Vol 2 (2) ◽  
pp. 4250-4254 ◽  
Author(s):  
Z. Nurdan Baysal ◽  
Kader Arkan ◽  
Aylin Yıldırım
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Thinking Skills ◽  
Preservice Elementary Teachers ◽  
Teachers Perceptions ◽  
Teaching Thinking

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

scholarly journals Examination of Turkish Language Teachers’ Self-Efficacy Perceptions of Teaching Thinking Skills in Terms of Various Variables

2021 ◽  
Vol 5 (2) ◽  
pp. 303-316
Author(s):  
Zeynep Cin Seker
Keyword(s):  
Self Efficacy ◽  
Educational Status ◽  
Thinking Skills ◽  
Language Teachers ◽  
Professional Experience ◽  
Study Group ◽  
Significant Difference ◽  
Perceptions Of Teaching ◽  
Teaching Thinking ◽  
Turkish Language

The aim of this study was to examine Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills in terms of the variables of age, professional experience, educational status, and taking course on thinking skills. The screening model was used in the study. The current pandemic process was taken into account and the convenience sampling method was used while determining the study group. Turkish Language teachers forming the study group consisted of 109 females and 68 males. “Teachers’ Self-efficacy towards teaching thinking scale” was used as the data collection tool. The data of the study were analyzed using the statistical package program. In conclusion, no significant difference was found between the Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and gender. It was concluded that Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills differed according to professional experience. It was concluded that there was no significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and their educational status. It was concluded that there was a significant difference between Turkish Language teachers’ self-efficacy perceptions of teaching thinking skills and taking course on thinking skills.

scholarly journals How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401988512 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Preservice Elementary Teachers ◽  
Constructivist Teaching ◽  
Teaching Beliefs ◽  
State University ◽  
Mastery Experience ◽  
Traditional Approaches

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

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