scholarly journals Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

2022 ◽  
Vol 35 (1) ◽  
Author(s):  
Ângela Regina dos Reis Arcoverde ◽  
Evely Boruchovitch ◽  
Natália Moraes Góes ◽  
Taylor W. Acee
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
Study Strategies ◽  
The Self ◽  
Teacher Education Programs ◽  
Future Teachers ◽  
Education Programs ◽  
Learning Beliefs ◽  
And Mathematics ◽  
Learning And Study Strategies

AbstractTeacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2018 ◽  
pp. 797-817
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 62-82
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

scholarly journals ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM

1987 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Martha McMillian
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Educational Reform ◽  
Reform Movement ◽  
Teacher Education Programs ◽  
Academic Advisors ◽  
Future Teachers ◽  
Education Programs ◽  
The Status

Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

scholarly journals Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149 ◽  
Author(s):  
Peter Bjorklund ◽  
Alan J. Daly ◽  
Rebecca Ambrose ◽  
Elizabeth A. van Es
Keyword(s):  
Social Networks ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Network Centrality ◽  
Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Technology and its Role in Teacher Education

2010 ◽  
pp. 94-113 ◽  
Author(s):  
Zelda McMurtry ◽  
Candice Burkett
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Early Childhood Teachers ◽  
Teacher Education Programs ◽  
Early Childhood Classroom ◽  
Education Programs ◽  
Technology Tools ◽  
Technology Teacher

This chapter discusses technology and its role in teacher education. In order for technology to reach the early childhood classroom, it must first reach the classroom of the teacher education programs. The effect of self-efficacy on preschool teachers use and understanding of technology may influence their instructional applications. Early childhood faculty come from the same career pool as early childhood teachers and may share the same beliefs that practitioners have concerning technology. Teacher education programs have a responsibility to produce professionals who are literate in technology tools and applications.

Professional Dispositions of Graduate Pre-service Mathematics Teachers among Three College of Teacher Education in Ethiopia

2021 ◽  
Vol 30 (3) ◽  
pp. 271-294
Author(s):  
Anteneh Tefera ◽  
◽  
Mulugeta Atnafu ◽  
Kassa Michael ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Teaching Mathematics ◽  
Research Approach ◽  
And Mathematics

The general objective of this study was to examine the professional disposition (attitude and self-efficacy) of pre-service teachers hold at the end of teacher education programs in terms of gender and modality. To do this, we used a quantitative research approach. The source of data was 3rd-year mathematics pre-service teachers who have graduated in the 2018/19 academic year. The study used self-reported questionnaires. Thus, 536 (309 male and 227 female) third-year pre-service mathematics teachers from the three sampled institutions (Kotebe metropolitan university, Hawassa college of teacher education, and Arba Minch college of teacher education) and trained under three modalities (generalist, specialist, or linear) have participated. The result showed that the ongoing teacher education program helps them to have a strong attitude and self-efficacy towards mathematics and mathematics teaching without gender difference. However, variations were observed in attitudes and self-efficacy across modalities. In general, it can be concluded that the teacher education program helps pre-service mathematics teachers to develop a strong attitude and self-efficacy towards mathematics and teaching mathematics. Therefore, it is recommended that further qualitative and detailed analysis should be conducted in order to find which part of the education system or educational inputs help pre-service mathematics teachers in colleges of teacher education to develop positive attitude and self-efficacy towards mathematics and teaching mathematics and should be shared to other universities and colleges.

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