scholarly journals Using Qualitative Research Methods to Assess the Degree of Fit between Teachers’ Reported Self-efficacy Beliefs and their Practical Knowledge during Teacher Education

2015 ◽  
Vol 40 (40) ◽  
Author(s):  
Mark Wyatt
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Research Methods ◽  
Self Efficacy ◽  
Practical Knowledge ◽  
Efficacy Beliefs ◽  
Qualitative Research Methods

Ensuring Student Wellbeing and Learning via Effective Classroom Assessments

2020 ◽  
pp. 102-125
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Research Methods ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Classroom Assessment ◽  
Well Being ◽  
Qualitative Research Methods ◽  
Classroom Assessments ◽  
K 12

Teacher candidates reflect upon their most favorite and their least favorite classroom assessment experiences in K-12 and higher education. Through qualitative research methods, their vivid images, compelling influences, and enduring implications are analyzed to reveal clear indicators of teacher presence, practice, and professionalism. Evident in the immediate importance for advancing their understanding and application of their awareness, communication, and self-efficacy, teachers benefit greatly by connecting effective classroom assessments to ensure student well-being and learning for every student.

scholarly journals Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge

2020 ◽  
Vol 5 ◽  
Author(s):  
Despoina Georgiou ◽  
Sog Yee Mok ◽  
Frank Fischer ◽  
Jan D. Vermunt ◽  
Tina Seidel
Keyword(s):  
Teacher Education ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Strong Predictor ◽  
Efficacy Beliefs ◽  
Evidence Based ◽  
Research Experience ◽  
Mediating Role

European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.

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