A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.

Longitudinal Impact of Faculty Participation in a Course Design Institute (CDI) Faculty Motivation and Perception of Expectancy, Value, and Cost

Course design institutes (CDIs), which systematically guide faculty through the (re)design of courses, often transpire in an intensive residency or learning community format. Little is known, to date, of the long-term impact of such initiatives, particularly in the context of faculty motivation. This longitudinal study explores changes in faculty attitudes toward teaching, offering insight into the multifaceted gains and limiting factors influencing motivation as conceptualized by the expectancy-value-cost model (Barron & Hulleman, 2015). Findings reveal that CDI engagement bolsters the value placed on teaching, but arrives at a noteworthy cost to faculty. Implications for CTLs and instructional faculty are explored.

Nature and Determinants of Educators’ Attitudes toward Teaching Special Needs Learners in a School of Skills

This study explored the nature and determinants of educators’ attitudes toward teaching learners with special needs in a rural school of skills that was formerly an ordinary mainstream school. The study adopted a qualitative Grounded Theory approach located within the framework of the constructivist epistemology. Eleven educators (n=11) who were teaching both technical and academic subjects at the school of skills participated in the study. The semi-structured interview was employed as the sole data collection instrument and the coding principles underlying the Constructivist Grounded Theory were used to analyse data. The findings of the study revealed that educators had a positive attitude toward teaching special needs education at the selected school and highlighted the novel factors determining the educators’ attitudes such as both internal and external factors that motivated this positive attitude. The coping strategies identified by the educators replicated those reported in previous research. Palliative and direct coping actions, as well as an integration of these two were also reportedly employed by some participants. It was concluded that the group-based differentiation of the determinants of attitudes may be useful to influence educators’ attitudes at other special needs schools, or those undergoing a similar transitional process.

Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

Ghanaian EFL Teachers Working in Asia: Benefits and Implications for English Teachers Working Overseas

The present study explores teachers of English as a foreign language (EFL) in Asia, their attitudes toward teaching English, the roles of teaching the English language, motivations, benefits, implications, and the reason they are highly recognized in non-English speaking countries. The researcher applied the qualitative method through semi-structured interviews with (n=4) Ghanaian teachers working in three countries in Asia as EFL instructors; their strengths and weaknesses were investigated. The result of semi-structured interviews revealed that Ghanaian teachers' primary role in Asia is to teach English and literacy skills. Moreover, the reasons they chose to work in Asia are higher salaries and better working conditions. Their inability to speak the local language and culture diversity were their weaknesses. Native and Non-native English teachers' preferences, which directly/indirectly affect English teaching, are discussed.  The respondents' positive attitude toward English teaching overseas is also investigated and presented. This empirical study revealed the globalization of English in the 21st century.

A Study of Teachers' Attitudes Toward Teaching for Creativity in Relation to Their Professional Development: دراسة علاقة اتجاهات المعلمين نحو التدريس من أجل الإبداع وتطورهم المهني

The main aim of this research was to investigate the relationship between secondary teachers' attitudes toward teaching for creativity and their professional development via the correlational-descriptive method. The sample consisted of 49 Saudi secondary school teachers who were selected randomly from the Qatif's secondary schools of KSA. The instrument of this study was developed by Wadaani (2015), which consisted of 16 items on a five-point Likert scale. One hypothesis was established to examine the correlation of the research variables via the descriptive analysis and the multiple regression analysis The findings of this study show that there is a significant positive relationship between teachers attitudes toward teaching for creativity and their professional development, but this relationship is weak based on its effect size, which is just 16.03% since R (square) is at 0,1603, indicating that teachers' attitudes toward teaching for creativity are partially related to their professional development and it may be possible to predict it. This study recommended that teachers should focus on their development via the training programs and these training programs should be designed in a way that encourages them to participate and react by means of providing incentives during the training.

ATTITUDES AND SELF-EFFICACY OF TEACHERS TOWARD INCLUSION OF CHILDREN WITH VISUAL IMPAIRMENT IN MOTOR EDUCATION

The aim of the study is to analyze the attitudes and self-efficacy of current and future preschool and primary teachers for the inclusion of children with various disabilities in general physical education classes. This article presents the results related to children with visual impairments. The study covers a contingent of 723 people – 240 preschool teachers, 143 primary teachers and 340 students graduating in “Preschool and primary school pedagogy”. The main method of research is the questionnaire. Participants filled in modified and adapted versions of two questionnaires: “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE” by Kudlachek and “Self-Efficacy Scale for Physical Education of Teacher Education Majors toward Inclusion – SE-PETE-D” by Blok. The results show that the respondents have relatively positive inclusive attitudes and are rather confident in their ability to include a child with a visual impairment in inclusive physical education.

Attitudes of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education

The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.

Self-Efficacy in Teaching Multicultural Students in Academia

The present study examined self-efficacy in teaching multicultural student populations in academic settings. Three indicators were used to examine teacher self-efficacy: teachers’ self-efficacy beliefs regarding teaching multicultural student groups (TSEB), teachers’ efficacy in the academic organization (TEAO) and professional teaching efficacy in multicultural student groups (PTEM). Data were obtained from a questionnaire administered anonymously to faculty members teaching in four faculties: humanities, law, health professions and business administration. The findings revealed a significant correlation between TSEB and PTEM. Teachers who reported positive beliefs and attitudes toward teaching multicultural student groups in academia also reported high efficacy in teaching these groups. Furthermore, TEAO correlated significantly with PTEM. The article discusses the research findings and examines future research directions.