scholarly journals “The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers

2018 ◽  
Vol 28 (3) ◽  
Author(s):  
Gabrielle Young ◽  
Jacqueline A Specht ◽  
Fiona E Hunter ◽  
Sarah Terreberry ◽  
Donna McGhie-Richmond ◽  
...  
Keyword(s):  
Teacher Efficacy ◽  
Self Efficacy ◽  
Teacher Preparation Programs ◽  
Professional Relationships ◽  
Preparation Programs ◽  
Physiological Factors ◽  
Positive Attitudes ◽  
The Individual ◽  
Practicum Experiences ◽  
The Impact

The purpose of this study was to describe the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian pre-service teachers for teaching in inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 universities across Canada, and the data were subjected to content analysis. Several themes that emerged from the participant responses were found to be influential in pre-service teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, relationships with students, and other school adults as resources were also identified as themes influencing pre-service teachers’ feelings of success and challenge in practica. The data revealed attitudes and beliefs about inclusion and the impact these may have on teacher efficacy. Several elements can positively influence teacher efficacy including the ability to identify and utilize instructional and personnel resources, the ability to form supportive professional relationships with other school adults, and the ability to recognize achievement as it pertains to the individual rather than prescribed norms. As beliefs about self-efficacy are informed by enactive mastery experiences, vicarious experiences, physiological factors, and verbal persuasion, teacher preparation programs can foster teacher efficacy by encouraging the development of positive attitudes and equipping teachers with the skills they need.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

Training Preservice Teachers to Match Assistive Technology to Student Needs

2020 ◽  
pp. 016264342091833
Author(s):  
Beth A. Jones ◽  
Maria Peterson-Ahmad ◽  
Melanie Fields ◽  
Nichole Williams
Keyword(s):  
Preservice Teachers ◽  
Assistive Technology ◽  
School Setting ◽  
Individualized Education Program ◽  
Training Session ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
The Impact ◽  
Training Case

Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers’ (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university’s AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey ( M = 3.56, SD = 14.88) compared to the postsurvey ( M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = −7.64, p < .01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs.

scholarly journals Perception of specific military skills – the impact of perfectionism and self-efficacy

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Helga Myrseth ◽  
Sigurd William Hystad ◽  
Reidar Säfvenbom ◽  
Olav Kjellevold Olsen
Keyword(s):  
Self Efficacy ◽  
Military Academy ◽  
Coping Capacity ◽  
Skill Levels ◽  
Growth Curve Models ◽  
Time Points ◽  
Academy Training ◽  
The Individual ◽  
Time Invariant ◽  
The Impact

Abstract We investigated the development of specific military skills in Norwegian cadets during the three-year military academy training as well as the impact of perfectionism and self-efficacy on the development of these skills. Latent growth-curve models were performed with perfectionism as a time-invariant predictor and with self-efficacy as a time-varying predictor. There were significant increases in the Individual Coping Capacity (ICC) and Cooperation in Difficult Situations (CDS) subscales but not in the Motivation to Achievement (MA) subscale. The initial skill levels were not related to the growth of the skills. Both adaptive and maladaptive perfectionism predicted initial values of ICC and CDS, explaining 5% of the variance in the initial ICC levels and 12% of the variance in the initial CDS levels. Perfectionism variables did not explain the development of the three types of military skills over time. Moreover, self-efficacy significantly predicted ICC at all time points and CDS and MA at all time points except at T3. We therefore concluded that cadets with high adaptive perfectionism scores are likely to have higher initial skill levels and that self-efficacious cadets are expected to show a greater development of military skills during military academy training.

scholarly journals A Family Affair: Caring in Teaching and Implications for Teacher and Researcher Preparation

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
James A. Bernauer ◽  
Mary Pat Bernauer ◽  
Patrick J. Bernauer
Keyword(s):  
Teacher Preparation ◽  
College Student ◽  
Educational Research ◽  
Prior Knowledge ◽  
Student Motivation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Profound Influence ◽  
The Impact ◽  
Ultimate Purpose

The purpose of this study was to explore how perceptions of remembered instances ofteacher caring in K-College impacted the motivation of a college student. Implicationsfor teacher preparation programs and educational research were then drawn from theseperceptions. The first part of the title “A Family Affair” stems from the fact that theauthors are members of the same family – Father, Mother, and Son. Both the father andmother had prior knowledge of some (not all) of the instances of caring and non-caringdescribed by their son and thus shared a privileged insider position that offered uniqueinsights while cooperative peer checking was used both during and after the interview tohelp promote the trustworthiness of findings. It was found that the degree of caringshown by teachers had a profound influence on the participant’s willingness to put fortheffort especially in those courses that were not his favorite subjects which suggests that astrong connection exists between caring and student motivation. An importantimplication of this study is that teachers and those responsible for teacher preparationprograms would benefit by being aware of the impact of caring on students’ engagementand attitude toward learning. If the ultimate purpose of educational research is tocontribute to effective teaching, then the “soft variable” of caring should be consideredan important component of researcher preparation. It is hoped that readers will find thisstudy to be transferable to the degree that it resonates with their own experience asteachers, students, and parents, and which we refer to as “experiential validity”.

scholarly journals Proactive Socialisation: a Longitudinal Investigation of Newcomer Adjustment Inside Both an Institutionalised and Individualised Workplace

2021 ◽  
Author(s):  
◽  
Sarah Elizabeth Burke
Keyword(s):  
Information Seeking ◽  
Self Efficacy ◽  
Work Group ◽  
Data Gathering ◽  
Relationship Building ◽  
Future Research ◽  
Training Intervention ◽  
Police Recruits ◽  
The Individual ◽  
The Impact

<p>This thesis adopted a unique approach to the exploration of proactive socialisation and the processes by which a newcomer moves from organisational outsider to insider. Although socialisation involves actions by the individual, the work group, and the organisation, this study is one of the first to investigate how these actions work in tandem to support the adjustment of organisational newcomers. Research was conducted with a group of 526 participants, drawn from a pool of New Zealand Police (NZ Police) recruits and graduate employees. A quantitative method for data gathering was adopted, with questionnaires administered over a 15-month period for police recruits and 6-month period for graduate newcomers. Results indicated that prior work quality and quantity, job interest, proactive personality, team support, and leader-member exchange each had an important role to play in the prediction of newcomer role breadth self-efficacy. In turn, newcomers who felt confident in their ability to carry out a broader and more proactive role also enjoyed a higher level of task mastery and group fit. The successful achievement of these proximal outcomes led to other, more distal outcomes, namely performance and organisational commitment. Each of these outcomes was achieved, regardless of the socialising tactics employed by the hiring organisation. An important feature of this thesis was the design and delivery of a training intervention that was aimed at coaching newcomers in a range of proactive behaviours (i.e., information-seeking, feedback-seeking, positive framing, relationship building, networking, listening, and observation/modeling). Results found that the longitudinal pattern of proaction differed for newcomers in response to the socialising tactics adopted by the organisation. Results also indicated that the impact of training on future proaction was most potent for individuals who already had an elevated level of role breadth self-efficacy, thereby pointing to the importance of building an employee' perception of their own capability. Training was also most effective when key messages were repeated over multiple sessions, and integrated into the solving of realworld tasks. These results challenge previous studies that have assumed proactivity to be a stable construct over time. Beyond contributing to the literature on newcomer socialisation, this thesis goes some way to clarifying why proactive people actually succeed. It would seem that proactive people expect to be successful, thereby making a training intervention more useful. This thesis also challenges prior research that assumes certain adjustment outcomes are dependent on the socialising tactics adopted by the hiring organisation. Thus, rather than passively adapt to their environment, this research shows how a newcomer can actively shape their own socialising experience. A number of methodological weaknesses found in previous studies have been addressed in this thesis. It also presents a number of practical implications to support the pre-entry, initial entry, and long-term adjustment of seasoned newcomers, versus graduate Generation Y employees. Multiple options for future research are also considered.</p>

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals Do cognitive-affective and family communication variables impact individual decisions to discuss organ donation wishes?

2021 ◽  
Author(s):  
Melissa K. Hyde ◽  
Barbara Masser ◽  
Laura Grace ◽  
Tyneal Barton
Keyword(s):  
Organ Donation ◽  
Family Communication ◽  
Self Efficacy ◽  
Structural Equation ◽  
Subjective Norm ◽  
Medical Mistrust ◽  
Bodily Integrity ◽  
Positive Attitudes ◽  
Affective Variables ◽  
The Impact

Family discussion of donation wishes is a critical driver of family authorisation of organ donation. However, few people discuss their wishes or feel certain of family member’s donation preferences. Empirically, individual determinants of discussing donation wishes with family have been examined using the theory of planned behaviour (TPB). The impact of cognitive-affective (e.g., disgust) and family (e.g., family communication) variables are less well studied, and not integrated together in decision-making frameworks. To address this gap, the role of family communication and ‘cognitive-affective’ variables, integrated within the TPB, were examined as predictors of intended and actual discussion of donation wishes with family. Participants (N=201) completed baseline measures of family communication, cognitive-affective (disgust, bodily integrity, medical mistrust, fear of not being dead, anxiety about discussing), and TPB (attitude, subjective norm, self-efficacy, intention) variables. Two-weeks later, participants (N=111) self-reported their discussion behaviour (n=42, 38% discussed). A revised structural equation model provided a good fit to these data. In this model, less anxiety about discussion and positive attitudes toward discussion predicted self-efficacy (R2=0.67). Positive attitudes, greater self-efficacy and perceived approval/support from important others (subjective norm) predicted discussion intentions (R2=0.70). Intention predicted discussion behaviour (R2=0.22). Cognitive-affective variables (except discussion anxiety) and family communication did not have a prominent role. Interventions which emphasise that family expect and approve of donation discussions, portray donation discussions as positively valued, and bolster self-efficacy are needed to increase discussion of organ donation wishes. Bolstering self-efficacy could be achieved by providing tangible strategies to assist individuals to reduce their anxiety about discussing their wishes, and encouraging positive attitudes towards discussion and its importance in family authorisation for donation.

scholarly journals Proactive Socialisation: a Longitudinal Investigation of Newcomer Adjustment Inside Both an Institutionalised and Individualised Workplace

2021 ◽  
Author(s):  
◽  
Sarah Elizabeth Burke
Keyword(s):  
Information Seeking ◽  
Self Efficacy ◽  
Work Group ◽  
Data Gathering ◽  
Relationship Building ◽  
Future Research ◽  
Training Intervention ◽  
Police Recruits ◽  
The Individual ◽  
The Impact

<p>This thesis adopted a unique approach to the exploration of proactive socialisation and the processes by which a newcomer moves from organisational outsider to insider. Although socialisation involves actions by the individual, the work group, and the organisation, this study is one of the first to investigate how these actions work in tandem to support the adjustment of organisational newcomers. Research was conducted with a group of 526 participants, drawn from a pool of New Zealand Police (NZ Police) recruits and graduate employees. A quantitative method for data gathering was adopted, with questionnaires administered over a 15-month period for police recruits and 6-month period for graduate newcomers. Results indicated that prior work quality and quantity, job interest, proactive personality, team support, and leader-member exchange each had an important role to play in the prediction of newcomer role breadth self-efficacy. In turn, newcomers who felt confident in their ability to carry out a broader and more proactive role also enjoyed a higher level of task mastery and group fit. The successful achievement of these proximal outcomes led to other, more distal outcomes, namely performance and organisational commitment. Each of these outcomes was achieved, regardless of the socialising tactics employed by the hiring organisation. An important feature of this thesis was the design and delivery of a training intervention that was aimed at coaching newcomers in a range of proactive behaviours (i.e., information-seeking, feedback-seeking, positive framing, relationship building, networking, listening, and observation/modeling). Results found that the longitudinal pattern of proaction differed for newcomers in response to the socialising tactics adopted by the organisation. Results also indicated that the impact of training on future proaction was most potent for individuals who already had an elevated level of role breadth self-efficacy, thereby pointing to the importance of building an employee' perception of their own capability. Training was also most effective when key messages were repeated over multiple sessions, and integrated into the solving of realworld tasks. These results challenge previous studies that have assumed proactivity to be a stable construct over time. Beyond contributing to the literature on newcomer socialisation, this thesis goes some way to clarifying why proactive people actually succeed. It would seem that proactive people expect to be successful, thereby making a training intervention more useful. This thesis also challenges prior research that assumes certain adjustment outcomes are dependent on the socialising tactics adopted by the hiring organisation. Thus, rather than passively adapt to their environment, this research shows how a newcomer can actively shape their own socialising experience. A number of methodological weaknesses found in previous studies have been addressed in this thesis. It also presents a number of practical implications to support the pre-entry, initial entry, and long-term adjustment of seasoned newcomers, versus graduate Generation Y employees. Multiple options for future research are also considered.</p>

How Mentorship, Critical Thinking, and Self-Efficacy Impact Pre-Service Teachers and Teacher Educators in P-12 and Higher Education

2019 ◽  
pp. 37-54
Author(s):  
Paris Ryan
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
School District ◽  
Teacher Efficacy ◽  
Self Efficacy ◽  
Teacher Educators ◽  
High Level ◽  
The Impact ◽  
University Setting

This chapter researches the impact of mentorship, critical thinking, and self-efficacy and each of their influences on pre-service teachers and teacher educators in both the P-12 system and in higher education. This work delves into why each of those aspects—having a mentor, understanding critical thinking and its various strategies, and focusing on having a high level of self-efficacy and teacher efficacy—are critical for a successful educator in both a school district and a university setting.

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