Teacher Candidates’ Sense of Self-Efficacy Toward Classroom Management

2019 ◽  
Vol 200 (3) ◽  
pp. 153-163
Author(s):  
Nykela Jackson ◽  
Rachelle Miller
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Management Practices ◽  
Sense Of Self ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Management Tools ◽  
Sense Of Efficacy

The authors examined differences in self-efficacy regarding classroom management practices between alternative teacher candidates (alternative certification [AC]) and traditional teacher candidates (traditional certification [TC]) at one university. The Teachers’ Sense of Efficacy Scale was used as the pre-/post-instrument in a course on classroom management. Quantitative data indicated nonsignificant mean scores for engagement, instructional strategies, and classroom management. Classroom management tools, change in dispositions, and instructional strategies were identified as qualitative themes. Results suggested more ways to authentically involve candidates in understanding and implementing classroom management practices to enhance sense of self-efficacy should be included in teacher preparation programs and courses on classroom management.

A Safe Space

2021 ◽  
pp. 120-134
Author(s):  
Kisha L. Walker ◽  
Stacy Ness ◽  
Fran Reed ◽  
Katherine Strang
Keyword(s):  
Teacher Preparation ◽  
Instructional Strategies ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Safe Space ◽  
Practice Research ◽  
Preparation Programs ◽  
Behavioral Challenges ◽  
Critical Skills ◽  
Pre Service Teacher

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

scholarly journals ‘When Teachers Become Students’: Enhancing the Engagement of Public Senior High School XY Kediri Teachers During Online Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 273
Author(s):  
Yogie Andreas ◽  
Putri Ayu Wiwik Wulandari ◽  
Lena Nessyana Pandjaitan
Keyword(s):  
High School ◽  
Online Learning ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Sampling Technique ◽  
Teacher Engagement ◽  
Paired Sample ◽  
Before And After

Online learning during the pandemic has reduced teacher engagement at SMAN XY Kediri. The 'When Teachers Become Students' training was to foster teacher engagement. This training used a Sense of Self-efficacy approach (instructional strategies, classroom management, & student engagement). This study used a quantitative approach with the experimental method of pretest-posttest design. The sampling technique used is purposive sampling with a total of 16 participants. Measurements were given before and after the training consisting of the engaged teacher scale by Klassen, Yerdelen, and Durksen (2013). Data were analyzed using paired sample t-test. There was an increase in the score of sense of self-efficacy (sig 0.00 (p<0.05)). It indicates that this training is quite effective in increasing teacher engagement at SMA XY Kediri. 

Exploring the Preparedness of Business Education Teacher Candidates for their Internships

2012 ◽  
pp. 171-185 ◽  
Author(s):  
Edward C. Fletcher ◽  
Kathy Mountjoy ◽  
Glenn Bailey
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Business Education ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Modified Delphi

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

scholarly journals The intervention of online teaching practicum to teachers’ sense of self-efficacy

2021 ◽  
Vol 10 (37) ◽  
pp. 190-201
Author(s):  
Suleyman Celik
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teachers ◽  
Instructional Strategies ◽  
Mixed Method ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Structured Interview ◽  
Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

Exploring the Preparedness of Business Education Teacher Candidates for their Internships

2011 ◽  
Vol 2 (4) ◽  
pp. 28-42 ◽  
Author(s):  
Edward C. Fletcher ◽  
Kathy Mountjoy ◽  
Glenn Bailey
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Student Teachers ◽  
Business Education ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Education Student ◽  
Preparation Programs ◽  
Education Teacher

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs’ students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers.

scholarly journals Examining the measurement invariance of the teachers' sense of self-efficacy scale in terms of gender

2019 ◽  
Vol 8 (2) ◽  
pp. 213
Author(s):  
Yıldız Burcu Doğan ◽  
Huseyin Akar ◽  
Mehmet Üstüner
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Measurement Invariance ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Turkish Version ◽  
Current Structure ◽  
Configural Invariance ◽  
Turkish Culture

<span>The aim of this research </span><span lang="IN">was</span><span> to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and <br /> configural invariance.</span>

scholarly journals TEACHER SELF EFFICACY IN NATIONAL SECONDARY SCHOOLS AT PENINSULAR MALAYSIA

2021 ◽  
Vol 6 (40) ◽  
pp. 160-167
Author(s):  
Fei Shin Liang ◽  
Mei Kin Tai
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Self Efficacy ◽  
Peninsular Malaysia ◽  
Study Data ◽  
Three Dimensions ◽  
Sense Of Efficacy ◽  
Teacher Self Efficacy ◽  
High Level

Teacher self-efficacy is a cognitive process that allows an individual to measure the level of self-confidence in behavior change. In relation to that, this study was conducted to identify the level of self-efficacy of teachers in National Secondary School (SMK) in Peninsular Malaysia. Three dimensions namely Student Engagement, Instructional Strategies, and Classroom Management were measure in this study. There were 357 teachers selected randomly for this study. Data were collected through a questionnaire using the Teacher Sense of Efficacy Scale (TSES) instrument. Data were analyzed using descriptive statistics to describe the level of self-efficacy of teachers. The findings of the study show that the level of self-efficacy of teachers in SMK in Peninsular Malaysia at a high level (Mean = 4.15, SP = .425). Student Engagement dimension (Min = 4.11, SP = .443), Instructional Strategies dimensions (Mean = 4.15, SP = .456) and Classroom Management dimension (Mean = 4.19, SP = .491).

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

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