Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

Download Full-text

Beyond the written word: The role of text on preschool teachers’ book sharing styles

Journal of Early Childhood Literacy ◽

10.1177/1468798420985168 ◽

2021 ◽

pp. 146879842098516

Author(s):

Adina R Schick ◽

Lauren Scarola ◽

Silvia Niño ◽

Gigliana Melzi

Keyword(s):

Language Learners ◽

Picture Books ◽

Dual Language ◽

Preschool Teachers ◽

Literacy Skill ◽

Dual Language Learners ◽

Language And Literacy ◽

Literacy Skill Development ◽

Wordless Picture Books ◽

Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

Download Full-text

Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?

European Early Childhood Education Research Journal ◽

10.1080/1350293x.2021.1941171 ◽

2021 ◽

pp. 1-16

Author(s):

Katrin Wolstein ◽

Jan-Henning Ehm ◽

Svenja Peters ◽

Christoph Mischo

Keyword(s):

Self Efficacy ◽

Preschool Teachers ◽

Instructional Support ◽

Efficacy Beliefs ◽

Professional Vision ◽

Interaction Quality

Download Full-text

Investigation of the Relationship Between Self-Efficacy Belief and Classroom Management Skills of Preschool Teachers with Other Variables

lnternational Electronic Journal of Elementary Education ◽

10.26822/iejee.2020459463 ◽

2020 ◽

Vol 12 (4) ◽

pp. 335-348 ◽

Cited By ~ 1

Author(s):

Döndü Neslihan Bay

Keyword(s):

Classroom Management ◽

Self Efficacy ◽

Preschool Teachers ◽

Management Skills ◽

Efficacy Belief ◽

The Relationship

Download Full-text

Investigating Preschool Teachers’ Self-Efficacy in Inclusion Practices in Turkey

International Education Studies ◽

10.5539/ies.v11n9p79 ◽

2018 ◽

Vol 11 (9) ◽

pp. 79

Author(s):

Osman Ozokcu

Keyword(s):

Self Efficacy ◽

Preschool Teachers ◽

Survey Study ◽

Educational Institutions ◽

Validity And Reliability ◽

Inclusive Practice ◽

Self Confidence ◽

Special Education Training ◽

Laws And Policies ◽

Descriptive Survey

This study investigated preschool teachers’ self-efficacy levels in inclusion practices in terms of teacher-related demographic variables. The study was designed as a descriptive survey study using quantitative data collection tools. The participants were 318 teachers who are working in preschool educational institutions in the province of Malatya, Turkey. The Teacher Efficacy for Inclusive Practice (TEIP) Scale, which was developed by Sharma, Loreman, and Forlin (2012) and whose validity and reliability studies were carried out by Bayar (2015), was used to determine preschool teachers’ self-efficacy in inclusive practices. The study found that the preschool teachers scored 4.91 out of six points on the TEIP scale, which measures self-efficacy in inclusion practices. The preschool teachers’ age, gender, educational level, and level of interaction with individuals with special needs were not found to affect their scores on the scale significantly; however, their levels of special education training, knowledge of local laws and policies, self-confidence in working with disabled individuals, and experience in working with disabled students were found to affect their scores significantly. The findings of this study were discussed with possible implications for teachers in Turkey.

Download Full-text

The Relationship Between Preschool Teachers’ Proactive Personality and Innovative Behavior: The Chain-Mediated Role of Error Management Climate and Self-Efficacy

Frontiers in Psychology ◽

10.3389/fpsyg.2021.734484 ◽

2021 ◽

Vol 12 ◽

Author(s):

Baocheng Pan ◽

Zhanmei Song ◽

Youli Wang

Keyword(s):

Indirect Effect ◽

Self Efficacy ◽

Preschool Teachers ◽

Proactive Personality ◽

Error Management ◽

Innovative Behavior ◽

Scale Error ◽

A Chain ◽

The Relationship ◽

Innovative Behaviors

Objective: This study, aims to explore the relationship of error management climate and self-efficacy between preschool teachers’ proactive personality and innovative behavior.Methods: Four hundred thirty-nine preschool teachers were tested by proactive personality scale, error management climate scale, general self-efficacy scale, and employee innovation behavior scale.Results: Preschool teachers’ proactive personality can directly predict their innovative behaviors, has a significant indirect effect on innovative behaviors through error management climate, and has a significant indirect effect on innovative behaviors through self-efficacy. Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.Conclusion: Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.

Download Full-text