scholarly journals The effect of social network-supported microteaching on teachers self-efficacy and teaching skills

2018 ◽  
Vol 10 (2) ◽  
pp. 115-130
Author(s):  
Ozge Kelleci ◽  
Taibe Kulaksız ◽  
Ferhat Kadir Pala
Keyword(s):  
Teacher Education ◽  
Social Network ◽  
Classroom Management ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Essential Elements ◽  
Theory And Practice ◽  
Teaching Skills ◽  
Teacher Self Efficacy ◽  
Interview Questionnaire

The three essential elements of an effective instructional environment are the students, the curriculum and the teacher. The teacher, on the other hand is the glue that combines these items. To train qualified teachers, it is important to use methods that employ theory and practice together in teacher education. In order for microteaching, one of these methods, to be more effective, supporting it with online environments such as social networks may be beneficial. In this respect, this study aims to find out the effects of Social Network-Supported Microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. Teacher Self-Efficacy Scale (TSES) and Open-Ended Interview Questionnaire (OEIQ) developed by researchers were used for data collection. The SNSM process took place in two stages. Pre-service teachers were asked to respond to Teacher Self-Efficacy Scale prior to SNSM, at the end of the first stage and subsequent to the SNSM. Following SNSM, through the open-ended interview questionnaire, opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Following the collection of data, quantitative and qualitative data were analysed. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data was in support of quantitative data, and pre-service teachers have expressly stated that SNSM has improved their teaching skills.Keywords: Microteaching; social network-supported learning; teacher education.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices

2021 ◽  
Vol 31 ◽  
Author(s):  
Bárbara Amaral Martins ◽  
Miguel Claudio Moriel Chacon
Keyword(s):  
Teacher Education ◽  
Intellectual Disability ◽  
Self Efficacy ◽  
Theory And Practice ◽  
Inclusive Practices ◽  
Teacher Self Efficacy ◽  
Vicarious Experiences ◽  
Reflexive Analysis ◽  
Education Courses ◽  
Social Persuasion

Abstract Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

scholarly journals Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy

2020 ◽  
pp. 147490412096430
Author(s):  
Pascale Benoliel ◽  
Izhak Berkovich
Keyword(s):  
Self Efficacy ◽  
Teacher Characteristics ◽  
Theory And Practice ◽  
Educational Goals ◽  
World Value Survey ◽  
Ideal Teacher ◽  
Country Analysis ◽  
Cross Country ◽  
Teacher Self Efficacy ◽  
The Ideal

This article explores the link between the OECD TALIS 2013 survey’s framework for defining the ideal teacher and national educational goals by focusing on the teacher self-efficacy items, using cross-country comparisons. Surprisingly, cross-country analysis of the TALIS 2013 data combined with World Value Survey data about Desired Child Qualities demonstrates that the OECD TALIS teacher self-efficacy items are aligned with traditional collectivist educational goals. Thus, the findings indicate that the ideal teacher characteristics embodied in the OECD TALIS 2013 teacher self-efficacy items favour countries that prioritize socialization and culturalization. The implications for theory and practice are discussed herein.

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms

2018 ◽  
pp. 234-253 ◽  
Author(s):  
Narelle Lemon ◽  
Susanne Garvis
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Technology Education ◽  
Digital Technology ◽  
Self Efficacy ◽  
Effective Teacher ◽  
The Arts ◽  
Professional Development Of Teachers ◽  
Teacher Self Efficacy ◽  
Different Levels

Teacher self-efficacy is an important motivational construct that informs actions associated with teaching. Teacher self-efficacy develops during teacher education. Highly effective teacher education is able to support and enhance self-efficacy. Variation however can occur for a number of reasons. In the case of digital technology and the arts, teacher self-efficacy informs perceived levels of competence in teaching students. This chapter reports on the current levels of teacher self-efficacy of pre-service teachers at three Australian universities. Dance, drama, music, media, visual arts and digital technology were explored. Findings highlight that the different cohorts had different levels of perceived competence. Such findings are important for teacher education and also the professional development of teachers for arts and digital technology education.

scholarly journals Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

2019 ◽  
Vol 35 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Abigail M. A. Love ◽  
Jordan A. Findley ◽  
Lisa A. Ruble ◽  
John H. McGrew
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Management ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teacher Engagement ◽  
Students With Autism ◽  
Teacher Self Efficacy ◽  
Consultation Intervention

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

Sign in / Sign up

Export Citation Format

Share Document