scholarly journals Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers

2021 ◽  
pp. 1-30
Author(s):  
Fay Lewis ◽  
Juliet Edmonds ◽  
Laura Fogg-Rogers
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Engineering Science ◽  
Subject Knowledge ◽  
The Impact

scholarly journals The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

2021 ◽  
Vol 13 (20) ◽  
pp. 11445
Author(s):  
Juan Tomás Asenjo ◽  
Elsa Santaolalla ◽  
Belén Urosa
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Student Teachers ◽  
Self Efficacy ◽  
Instructional Materials ◽  
Education Students ◽  
Quantitative Correlational Study ◽  
Basic Hypothesis ◽  
Social Competences ◽  
The Impact

This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes.

Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers

2020 ◽  
Vol 79 (8) ◽  
pp. 974-986
Author(s):  
Catherine C Coccia ◽  
Javier Tamargo ◽  
Alison K Macchi
Keyword(s):  
Elementary Education ◽  
Student Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Structural Equation ◽  
Nutrition Knowledge ◽  
Personal Health ◽  
Cross Sectional ◽  
Beliefs And Practices ◽  
The Impact

Objective: This study aimed to determine the impact of personal health, body mass index (BMI), nutrition knowledge and self-efficacy on classroom food-related beliefs and practices. Design: A cross-sectional design evaluated BMI, personal health index (PHI), nutrition knowledge, self-efficacy and food-related beliefs and practices of pre-service teachers. Setting: Pre-service teachers were recruited from upper division elementary education courses at a university in the southeast region of the USA. Participants ( n = 94) were Hispanic (65%), White (60%) and female (93%). Method: Participants completed a survey composed of validated questionnaires. Descriptive statistics and structural equation modelling were used to examine the relationships between pre-service teachers’ personal nutrition factors and food-related teaching beliefs. Results: Results indicate that personal health factors, nutrition knowledge and self-efficacy for teaching nutrition contribute to pre-service teachers’ beliefs about the school food environment and food-related teaching practices. Conclusion: Interventions focusing on student teachers’ personal health behaviours and nutrition knowledge may be helpful, as pre-service teachers develop their nutrition-related classroom behavioural intentions.

scholarly journals The Impact of Sheltered Instruction Observation Protocol Model on Student Teachers’ Teaching Skills and Self-efficacy

2017 ◽  
Vol 8 (4) ◽  
pp. 704
Author(s):  
Aly A. Koura ◽  
Faten A. Zahran
Keyword(s):  
Student Teachers ◽  
Self Efficacy ◽  
Sheltered Instruction ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Sheltered Instruction Observation Protocol ◽  
Observation Protocol ◽  
And Control ◽  
The Impact

The main purpose of this study was to determine the impact of sheltered instruction observation protocol on student teachers’ teaching skills and self-efficacy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the teaching skills necessary for the EFL student teachers. (2) Finding out differences in both EFL student teachers’ teaching performance observation checklist experimental and control group. (3) Finding out differences in both EFL student teachers’ self-efficacy scale of experimental and control group. Twenty two EFL student teachers constituted the sample for this study and two instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of control group in EFL teaching performance. The effect of sheltered instruction observation protocol model on student teachers teaching skills and self-efficacy was profound and significant. Sheltered instruction observation protocol model was very motivating for student teachers and gave them opportunities to make decisions and be creative.

scholarly journals The Impact of Professional Development, Modern Technologies on Lecturers’ Self-Efficacy: Implication for Sustainable Science Education in Developing Nations

2021 ◽  
Vol 20 (2) ◽  
pp. 61-80
Author(s):  
David Agwu Udu ◽  
Benson Ikechukwu Igboanugo ◽  
John Nmadu ◽  
Chidebe Chijioke Uwaleke ◽  
Benjamin Chukwunonso Okechineke ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Classroom Management ◽  
Self Efficacy ◽  
Survey Design ◽  
Development Program ◽  
Developing Nations ◽  
Reliability Indices ◽  
The Impact ◽  
Modern Technologies

This study evaluated the impact of a professional development program (PDP) on science lecturers' level of knowledge/understanding and the extent of use of modern technologies for improving their self-efficacy in teaching in the areas of students' engagement, instructional strategies, and classroom management, in some selected universities in Nigeria. The study adopted a descriptive survey design. The sample was 269 lecturers. The researchers adapted the teacher sense of efficacy scale (TSES) developed by Tschannen-Moran and Hoy (2001) for the study. The TSES has two parts (1) and (2) that contained 12 questions each. It was a validated instrument, with overall reliability indices of 0.92 and 0.95 respectively determined using Cronbach’s Alpha. The data obtained were analyzed with mean, standard deviation, and paired sample t-test. The study found that the PDP improved the lecturers' understanding of modern technologies and self-efficacy in teaching (t (268) = 30.959, p = 0.000 ˂ 0.05). Also, the PDP improved the lecturers’ extent of utilisation of modern technologies and self-efficacy in teaching (t (268) = 28.510, p = .000 ˂ .05). The study also found that the lecturers’ understanding of modern technologies after the PDP was high, but their use of modern technologies in teaching was still low. The researchers recommended that science lecturers' participation in PDPs should be regular to improve their understanding and use of modern technologies in teaching for enhanced self-efficacy and sustainable science education in developing nations.

scholarly journals An investigation of factors related to self-efficacy for Java programming among computer science education students

2015 ◽  
Vol 4 (4) ◽  
pp. 612-619 ◽  
Author(s):  
Desmond Wesley Govender ◽  
Sujit Kumar Basak
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Self Efficacy ◽  
Computer Programming ◽  
Computer Science Education ◽  
Drop Out ◽  
Education Students ◽  
Java Programming ◽  
And Gender ◽  
The Impact

Students usually perceived computer programming courses as one of the most difficult courses since learning to program is perceived as a difficult task. Quite often students’ negative perceptions on computer programming results in poor results and high drop-out rates. The purpose of this study is to examine the impact of factors that affect computer science education students’ Java programming self-efficacy and the relationship between Java programming self-efficacy and students’ age and gender. A questionnaire was used to gather data. A scale with thirty-two items assessing Java programming self-efficacy was adapted from Askar and Davenport’s (2009) computer programming self-efficacy scale. A total of twenty students from a Computer Science Education Discipline participated in this study. Collected data were analysed using SPSS version 22.0. Descriptive statistics, reliability test, mean, standard deviation, and rotated component matrix were utilized to analyze the resulting data. Results indicated that there is not much difference between males (45%) and females (55%) Java programming self-efficacy. Furthermore, the results also indicated that programming skills and Java constructs have higher influence on the self-efficacy for Java programming among computer science education students followed by non-complexity, time consciousness, ability to recode for better understanding and self-motivation.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

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