scholarly journals Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Samuel J. Polizzi ◽  
Yicong Zhu ◽  
Joshua W. Reid ◽  
Brandon Ofem ◽  
Sara Salisbury ◽  
...  
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Teacher Identity ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Teacher Characteristics ◽  
Teacher Communities ◽  
Exploratory Factor Analyses ◽  
The Usa ◽  
K 12

Abstract Background Teacher communities of practice, identity, and self-efficacy have been proposed to influence positive teacher outcomes in retention, suggesting all three may be related constructs. Qualitative studies of communities of practice can be difficult to empirically link to identity and self-efficacy in larger samples. In this study, we operationalized teacher communities of practice as specific networks related to teaching content and/or pedagogy. This scalable approach allowed us to quantitatively describe communities of practice and explore statistical relationships with other teacher characteristics. We asked whether these community of practice networks were related to identity and self-efficacy, similar to other conceptualizations of communities of practice. Results We analyzed survey data from 165 in-service K-12 teachers prepared in science or mathematics at 5 university sites across the USA. Descriptive statistics and exploratory factor analyses indicated that math teachers consistently reported smaller communities of practice and lower identity and self-efficacy scores. Correlations revealed that communities of practice are more strongly and positively related to identity than self-efficacy. Conclusion We demonstrate that teacher communities of practice can be described as networks. These community of practice networks are correlated with teacher identity and self-efficacy, similar to published qualitative descriptions of communities of practice. Community of practice networks are therefore a useful research tool for evaluating teacher characteristics such as discipline, identity, self-efficacy, and other possible outcomes (e.g., retention). These findings suggest that teacher educators aiming to foster strong teacher identities could develop pre-service experiences within an explicit, energizing community of practice.

Educators’ experiences as K-12 students and efficacy for teaching in diverse schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joshua DeSantis ◽  
Cherish Christopher
Keyword(s):  
Self Efficacy ◽  
Culturally Responsive ◽  
Racial Diversity ◽  
School Experiences ◽  
Racially Diverse ◽  
Design Data ◽  
Content Type ◽  
Diverse Classrooms ◽  
The Usa ◽  
K 12

Purpose Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students? Design/methodology/approach The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms. Findings Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not. Originality/value This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

scholarly journals "Go for Broke and Speak Your Mind!" Building a Community of Practice with Bilingual Pre-Service Teachers

2014 ◽  
Author(s):  
Hyesun Cho
Keyword(s):  
Teacher Preparation ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Classroom Community ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mutual Engagement

Despite the popularity of communities of practice (CoP) in education, there is a paucity of research on teacher preparation programs that are deliberately created to build and sustain CoP to help bilingual pre-service teachers’ learning. This qualitative study describes how a community of practice was purposefully developed in a teacher preparation program for bilingual undergraduates in Hawaii. Using multiple forms of qualitative data, such as classroom transcripts, interviews, online discussion posts, and reflection journals, I illustrate how a cohort of pre-service teachers and their instructor created a facilitative and reflective classroom community of practice. Using narrative inquiry and thematic analysis, I identified two overarching contextual conditions that provided a favorable learning environment for student participation: (1) sustained support and rapport within a cohort, and (2) narratives as a process of mutual engagement. Findings suggest teacher educators purposefully create CoP for pre-service teachers around shared narratives in order to foster sustained critical reflections.

scholarly journals (Un)affirming assimilation: depictions of dis/ability in health textbooks

2020 ◽  
Vol 14 (3/4) ◽  
pp. 269-280
Author(s):  
Sherry L. Deckman ◽  
Ellie Fitts Fulmer ◽  
Keely Kirby ◽  
Katharine Hoover ◽  
Abena Subira Mackall
Keyword(s):  
Multicultural Education ◽  
Social Transformation ◽  
School Health ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Content Type ◽  
The Usa ◽  
Curricular Materials ◽  
K 12 ◽  
Practical Implications

Purpose In light of the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities, this paper aims to contribute to the ongoing conversation within the field of multicultural education regarding how to meaningfully include dis/ability in K-12 curricula. Design/methodology/approach This paper explores how elementary and middle school health textbooks from two prominent publishers in the USA portray dis/ability through quantitative and qualitative content analysis methods of 1,468 images across texts. Findings Findings indicate that the majority of the textbook portrayals of dis/ability tacitly forward assimilationist ideals. Specifically, the textbooks assume and speak to a normatively-abled reader, pointing out those with dis/abilities as different from the reader. Additionally, mainstream or normative markers are provided as evidence of success and those with dis/abilities who have been successful as such are positioned as overcoming their limitations. Practical implications Such portrayals stifle the possibility of social transformation by reinforcing and privileging dominant, ableist views. Therefore, teachers are recommended to take steps that might counter such messages in curricular materials and teacher educators are called on to support these efforts. Originality/value This paper extends the tradition of curricular analysis as one of the first studies to examine the portrayals of dis/ability in US health textbooks and offer practical implications for educators.

scholarly journals Assessing Self-Efficacy and Communication Regarding Sexual Agreements among Men Who Have Sex with Men in the USA: Development and Validation of Two Novel Scales

2021 ◽  
Vol 18 (18) ◽  
pp. 9727
Author(s):  
Torsten B. Neilands ◽  
Deepalika Chakravarty ◽  
Lynae A. Darbes ◽  
Nathan P. O’Brien ◽  
Ilse S. Gonzalez ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Discriminant Validity ◽  
Scale Validation ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Sexual Agreements ◽  
Convergent And Discriminant Validity ◽  
Exploratory Factor Analyses ◽  
The Usa ◽  
Sex With Men

HIV disproportionately impacts men who have sex with men (MSM) in the USA. Building upon research on relationship constructs unique to MSM couples’ HIV-prevention needs, we developed two new scales measuring sexual agreement self-efficacy (SASE) and importance of sexual agreement communication (ISAC). Following qualitative item development, we used two large independent samples of MSM couples (N1 = 441, N2 = 388) to conduct scale validation. Exploratory factor analyses indicated both SASE and ISAC to be unidimensional with 7 and 5 items (eigenvalues = 5.68 and 3.50), respectively, with strong factor loadings. Confirmatory factor analyses yielded satisfactory model fit for SASE (CFI = 0.99; SRMR = 0.03) and ISAC (CFI = 0.99; SRMR = 0.05). Reliability was high for SASE (ω = 0.92) and ISAC (ω = 0.84). Predictive validity analysis revealed a protective association between higher scores on both scales and the outcomes of sexual risk behavior and agreement breaks. Convergent and discriminant validity analyses demonstrated associations in the expected directions between these scales and multiple measures of relationship quality. Therefore, SASE and ISAC are two brief, valid, and reliable scales that can facilitate more in-depth explorations of sexual agreements in MSM and thereby contribute greatly to improving our understanding of and ability to intervene on sexual agreements to improve health and relationship outcomes.

scholarly journals Validation of the Teaching Mathematical Modeling Self-Efficacy Scale (TMMSS)

2021 ◽  
Vol 11 (3) ◽  
pp. 94-111
Author(s):  
Micah Stohlmann ◽  
Yichen Yang
Keyword(s):  
Mathematical Modeling ◽  
Professional Development ◽  
Self Efficacy ◽  
Mathematics Instruction ◽  
Teacher Preparedness ◽  
Review Of The Literature ◽  
School Based ◽  
The Usa ◽  
Teacher Self Efficacy ◽  
K 12

Mathematical modeling has many possible benefits for students when implemented in K–12  mathematics instruction. When teachers have positive self-efficacy for mathematical modeling it is more likely they will continue to implement it. In order to measure teacher’s self-efficacy in the context of teaching mathematical modeling the development of an instrument specific to mathematical modeling is needed. The purpose of this study was to develop and validate the Teaching Mathematical Modeling Self-Efficacy Scale (TMMSS) as a tool for measuring perceived teacher preparedness for implementing mathematical modeling. The TMMSS was constructed through a thorough review of the literature regarding K–12 mathematical modeling and prior research on the development of teacher self-efficacy instruments. The participants for this study were from the USA. The TMMSS can be useful for evaluation of mathematical modeling professional development and school-based mathematical modeling research.

Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy

2021 ◽  
pp. 001312452110625
Author(s):  
Madhu Narayanan ◽  
Jill G. Ordynans ◽  
Amber Wang ◽  
Matthew S. McCluskey ◽  
Nathalie Elivert ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Early Career ◽  
Personal Factors ◽  
Verbal Persuasion ◽  
Qualitative Research Design ◽  
Mastery Experiences ◽  
Teacher Self Efficacy ◽  
K 12

The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own abilities. The results show that theorized sources of self-efficacy—mastery experiences, vicarious experiences, and verbal persuasion—all remain important but are interpreted through each participant’s unique background and conception of identity. Teacher Self-Efficacy emerged as a construct that both influenced and was influenced by this collection of individual factors. This study provides insight into how each teacher’s unique experiences interact dynamically with school environments and personal stories to shape their sense of self-efficacy. The findings can influence how new teachers are supported by coaches and teacher educators to build the confidence and motivation necessary to persist through the challenges of teaching.

A reexamination of pre-service physical education teacher attitudes toward school-based health-related fitness testing in the USA

2021 ◽  
pp. 1356336X2110058
Author(s):  
Xiaolu Liu ◽  
Xiaofen D. Keating
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Teacher Characteristics ◽  
Previous Experience ◽  
Fitness Testing ◽  
Fitness Tests ◽  
Health Related ◽  
The Usa ◽  
K 12 ◽  
Health Related Fitness

Pre-service physical education teachers (PPETs) may be implementing health-related fitness testing (HRFT) in schools in the future. Thus, exploring their attitudes toward HRFT would help us understand physical education (PE) teachers’ attitudes toward HRFT. This study investigated PPET attitudes toward HRFT in the USA and the effects of teacher characteristics (i.e. gender, ethnicity, year in university, and previous experience with fitness tests) on attitudes. A total of 501 PPETs (283 males, 56.5%; 218 females, 43.5%) aged 28.12 years (SD = 7.34) were included. The previously validated PPETs’ attitudes toward HRFT survey was used to collect the data using Amazon’s Mechanical Turk. Confirmatory factor analysis and Cronbach’s alpha were first used to examine the validity and reliability of the instrument. Then analysis of variance and multivariate analysis of variance were performed to test overall attitude differences and attitude subdomain differences in teacher characteristics, respectively. The results generated by the reliable and valid scale indicated that only slightly positive overall attitudes toward HRFT were found among PPETs. Year in university had a significant effect only on the cognitive component of attitude. PPETs’ previous experience with fitness tests had significant effects on all aspects of attitudes. No gender or ethnicity differences were found, however. More efforts are needed to improve fitness education in both higher education and K-12 PE programmes in order to help students develop positive attitudes and experiences toward HRFT. Future studies should focus on exploring how PETE programmes prepare PPETs for using HRFT in K-12 programmes.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

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