Efficacy Of Pre-service Teachers Research Articles

Examination of 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy Skills of Preservice Teachers

The importance of 21st century skills have been increasing. These skills are effective in adaptation of an individual to society. Self efficacy of an individual could influence gaining of these skills. Perceived social self efficacy of teachers effects teaching attitudes and behaviors. It also has an affect on students’ learning motivations. The aim of this study is to investigate the relationship between 21st century skills of and perceived empathetic and social self efficacy of preservice teachers. The research is conducted in correlational survey model. 179 preservice preschool teachers were participated in the research. The data obtained from Personal Information Form, 21st Century Learning Skills and Perceived Empathetic and Social Self Efficacy scales by means of Google Form. Independent t-test, one-way ANOVA analysis and Pearson correlation were used to analyze. While there was a statistically significant difference according to being only or first child in perceived social self efficacy dimension, there was not statistically significant difference according to age, class, GPA and education level of parents. There was not statistically significant difference in innovativeness skills according to age, class, being first or only child, GPA and education level of parents. Except innovativeness and perceived social self-efficacy skills sub-dimensions, there is positive correlation between all dimensions.

Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length

ABSTRACT This study investigated how pre-service teachers’ self-efficacy for teaching within inclusive classrooms changes over the course of their teacher education programme, what factors predict levels of self-efficacy, and what factors contribute to gains in self-efficacy. Two hundred and twenty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire (BLTQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) at two points in time: at the onset of their first course on inclusive education, and again approximately one year later. The results of this study showed that participants with a higher number of weeks on practicum experienced growth across all three factors of self-efficacy measured by the TEIP. Additionally, participants who held more pro-inclusion beliefs experienced more gains in self-efficacy in their abilities to use inclusive instruction and manage student behaviour in the classroom. The grades participants were preparing to teach (elementary or secondary) and their amount of experience with diverse populations predicted initial self-efficacy, however these factors were mostly not associated with gains in self-efficacy. Implications for practice and research are discussed.

온라인 하브루타 토론기반 인공지능 활용교육의 효과

Objectives The purpose of this study was to investigate the effects of online Havruta discussion-based AI application education on pre-service teachers' creative teaching efficacy. Methods For this purpose, 48 college students taking education method and educational engineering courses at K University in Seoul were randomly assigned to either experimental or control group, and eight topics on AI application education were conducted for eight weeks. The experimental group conducted online Havruta discussion activities in AI application education, and the students in the control group conducted a general online teaching method in AI education. Pre- and post-surveys were conducted in the control group and the experimental group, and covariance analysis was performed on the collected data to find out the difference in creative teaching efficacy of pre-service teachers between the two groups. Results It was found that there was a statistically significant difference in creative teaching efficacy between the experiment and control group. The experimental group showed higher scores in creative teaching strategy efficacy and creative thinking efficacy, which are sub-elements of creative teaching efficacy than the control group, which showed statistically significant differences. Conclusions This online Havruta discussion-based AI application education promoted high-quality discussions through continuous questions and answers to pre-service teachers, and improved creative teaching efficacy. This study, which applied the online Havruta discussion activities, is meaningful in that it presented specific ways to promote social interaction in an online educational environment and specific strategies for teachers to effectively apply artificial intelligence education in the authentic educational environment.

Pre-service teacher self-efficacy in Poland and Slovakia

The level of preparation of teachers before they enter the profession is an important factor affecting the level of culture of future generations and, consequently, the society as a whole. This preparation requires not only the proper implementation of the curriculum, but also the acquisition of self-efficacy skills. So far, the self-efficacy of pre-service teachers has been studied with respect to different variables. However, there is a lack of satisfactory comparative research among students from Poland and Slovakia, the countries of slightly different approach to preparation of pre-service teachers. To fill this gap, a comparative study of 355 Polish and 198 Slovakian university students was conducted using Tschannen-Moran and Woolfolk Hoy Teachers’ Sense of Efficacy Scale. The purpose of the research was to determine which variables, including the country (Poland, Slovakia), course, form, year of study and participation in the field experience correlate significantly with the sense of efficacy of pre-service teachers. The obtained results indicate a satisfactory consistency between the Polish and the Slovakian version of the Teachers’ Sense of Efficacy Scale. The research revealed a significantly higher self-evaluation among Polish university students and students of early childhood education. Part-time students with field experience evaluated themselves higher than full time students. The results emphasize that it is important to place high demands on future teachers and create appropriate conditions to improve their teaching and self-evaluative abilities.

Teachers' Efficacy in Inclusive Teaching

Examining the perceived efficacy of pre-service teachers in implementing inclusive practices is one approach to see if they are up to the challenge. The instrument of the study was adopted from Prof.Umesh Sharma's article. The old research only does qualitative research. This study aims to check pre-service teachers' efficacy in implementing inclusive education in teaching English. This research used a descriptive quantitative research design to check pre-teacher efficacy to practice inclusive classes in teaching English. The data were collected through a questionnaire with 99 participants from introduction in inclusive education classes. The obtained study shows a positive response toward pre-service teachers' efficacy. The findings show that most participants agree with the statements about the efficacy of using inclusive instructions, collaboration, and management. The more strong the sense of efficacy in the pre-service teacher, the greater the chance for them to succeed in implementing inclusive education in the classroom.

Mindful preparation: An exploration of the effects of mindfulness and SEL training on pre-service teacher efficacy and empathy

This multiple methods pilot study aimed to determine the effects of brief mindfulness and SEL training during student teaching seminars for pre-service educators. Participants completed quantitative measures of efficacy and empathy (n = 13), contributed qualitative journal (n = 12) and session response (n = 48) data. Significant increases in teacher efficacy were found. Qualitative findings supporting this increase along with additional themes are discussed. Findings suggest that brief training in mindfulness and SEL should be included in preservice teacher training and may be a cost effective way to promote teacher well-being. Additional recommendations for practice and research are included.

Pre-Service Teachers’ Perceptions and Experiences Implementing CATCH My Breath

ABSTRACT Background Vaping among American secondary students is increasing. School-based health education is well positioned to deliver messaging about the dangers of vaping and to develop refusal skills. CATCH My Breath (CMB) is an evidence-based vaping prevention curriculum that provides resources to create and sustain healthy behaviors. Given inherent challenges during the induction stage of career socialization, pre-service and beginning health and physical educators may experience heightened teaching efficacy by delivering prepackaged curriculum. Purpose Investigate health and physical education pre-service teachers’ perceptions of and experiences with implementing the CMB curriculum. Method Basic qualitative research design was utilized to determine perceptions of 12 pre-service teachers from two teacher education programs in the eastern United States. Pre-service teachers completed semi-structured focus group interviews. Results Themes emerged from a detailed analysis: (a) mastery experiences, (b) support, (c) resources, (d) health education impact, (e) collaborate and lead, and (f) challenges. Discussion By implementing the curriculum, participants gained teaching efficacy and reported likelihood for future selection of prepackaged units. Translation to Health Education Practice: Implementing evidence-based prepackaged curricula into PETE/HETE programs aligned with teacher education standards supports collaboration and reflection within the student teaching triad which may increase teaching efficacy of pre-service teachers.

Improving Special Education and Inclusion Course in Primary Mathematics Teacher Education Program

This study aimed to improve special education and inclusion courses given to pre-service teachers in a primary mathematics education program at a university in Turkey. The aim was to enhance their knowledge and skills and present solutions to problems occurring in courses given during the term and changes in the sense of efficacy of preservice teachers. For this purpose, the research used qualitative and quantitative data collection methods based on the action research method. Shorter course duration and intense content were among the most important problems faced by the instructor. The course curriculum was adapted in line with the needs of primary school mathematics teachers. It was aimed to increase the effectiveness of teaching by providing a variety of materials. Pre-service teachers had the opportunity to gain experience working with special needs students by teaching them origami shapes in the special education and inclusion course. The data obtained from the scales at the end of the process revealed that teachers’ sense of efficacy showed improvement regarding inclusion. Pre-service teachers were pleased to have such a course and offered suggestions to the course instructor. Based on the findings, the elements for improving this education are discussed, and suggestions are presented.

Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

Improving Efficacy of Pre-Service Teachers in Educational Research Through Peer Review Process

Improving Efficacy of Pre-Service Teachers in Educational Research Through Peer Review Process

The Relationship between pre-service teacher efficacy and job satisfaction

The Relationship between pre-service teacher efficacy and job satisfaction

Determination of factors influencing pre-service teachers' sense of self-efficacy

This study examined the factors that influence the sense of self efficacy of pre-service teachers at a university of technology in South Africa. To this end, a questionnaire was used in a survey to collect data from the population of fourth-year Bachelor of Education students. The Teachers’ Sense of Efficacy Scale (TSES) was used to measure the teaching self-efficacy of pre-service teachers, whilst the Eysenck Personality Questionnaire (EPQ) was used to measure their personality dimensions. The findings revealed that pre-service teachers differed in terms of the extent of their teaching self-efficacy. The findings also revealed that gender and study programme had no influence on pre-service teachers’ teaching self-efficacy. The findings further revealed that there is no relationship between pre-service teachers’ teaching self-efficacy and personality factors, namely neuroticism (N) and extraversion (E). Furthermore, the findings revealed that the programme of study emerged as a significant predictor of efficacy in the classroom management subscale of teaching self-efficacy.

Promoting preservice teacher efficacy through dialogic problem-posing seminars

ABSTRACT This study addresses how problem-posing seminars provided room for preservice teachers (PSTs) to navigate the disconnect between theory and practice, facilitating reflection on their experiences, and fostering self-efficacy as novice English teachers. Viewing student teaching as identity construction, the authors applied the lens of Lensmire’s “voice as project” to written reflections of problem-posing seminar participation, exploring perceptions of self-efficacy in teaching. Written reflections indexed themes present in the larger data set generated from problem-posing seminars: the transitional nature of the student teacher field experience, the emerging reliance on a dialogic pedagogy, and their burgeoning sense of agency in the classroom. The problem-posing framework can be an integral scaffold supporting English teachers’ efforts to enact a dialogic pedagogy or other student-centered frameworks for teaching, establishing spaces where the mosaic of different facets of experience is valued and enables teacher and student alike to define their voices and determine their own trajectories.

교육실습중 교사효능감 변화와 교수설계에의 시사점

교육실습중 교사효능감 변화와 교수설계에의 시사점

The effects of personality and motivation for choosing teaching profession on teacher efficacy of pre-service teachers

The effects of personality and motivation for choosing teaching profession on teacher efficacy of pre-service teachers

Assessment of Pre-Service Teachers’ Turnover Intentions in Relation to the Achievement of Sustainable Development Goals through Teacher Preparation in Southwestern Nigeria

The study which was extracted from a larger study on the predictors of teaching efficacy of pre-service teachers (PRESETs) considered the implications of PRESETs’ turnover intentions in the quest to achieve Sustainable Development Goals (SDGs) through teacher preparation. The paper argued that discussions and directions on using teacher education to achieve SDGs agenda by 2030 in Nigeria should prima facie establish that a significant number of teacher candidates would be motivated to stay in the teaching profession. The study utilized a descriptive survey research design. The sample comprised four hundred and four PRESETs who were selected using purposive sampling technique. Results showed that for every 400 teacher trainee candidates only about 29% are likely to end up in the teaching profession other things remaining the same. The implications of the present study for the achievement of the SDGs are also discussed.

예비유아교사 교사효능감 척도(PS-TES) 타당화

예비유아교사 교사효능감 척도(PS-TES) 타당화

English

The aim of this study was to adapt inclusive education teacher efficacy scale in to Turkish population. The Teacher Efficacy for Inclusive Practices (TEIP) scale needed to be translated into Turkish, as no scales were available to evaluate the efficacy of pre-service teachers in inclusive settings. The aim of this study was to test the psychometric properties of the TEIP scale (Sharma et al., 2012). The scale was administered to 567 pre-service teachers (167 males and 396 females) studying in the special education, primary education and preschool education departments across four universities. The scale’s internal consistency coefficient was found to be α=0.89 while a confirmatory factor analysis revealed acceptable goodness of fit indices (c2/sd=6.82, Root Mean Squared Error of Approximation [RMSEA]=0.10, standardized root mean squared residual [SRMR]=0.05, Normed Fit Index [NFI]=0.95, Non-Normed Fit Index [NNFI]=0.95, Comparative Fit Index [CFI]=0.96), fitting a three factor model, similar to the original version of the scale. The authors concluded that TEIP may be used as a valid and reliable instrument for identifying the self-efficacy of Turkish pre-service teachers regarding inclusive practices. Key words:Teacher efficacy for Inclusive practices (TEIP), inclusive education, self-efficacy, validity, reliability.

Pre-service teachers’ knowledge and teaching efficacy about ADHD

본 연구에서는 충청, 전라권 소재 대학교 유아교육과에 재학 중인 예비 유아교사 341명을 대상으로 ADHD에 대한 지식 정도 및 교사의 ADHD 유아 교수 효능감에 대해 알아보았다. 조사는 설문지를 통해 이루어졌으며 분석에는 t-test, ANOVA 등의 통계방법이 사용되었다. 조사 결과 ‘ADHD 행동특성에 대한 지식’에서 가장 높은 응답률을 보였고, ‘ADHD 원인에 대한 지식’에서 가장 낮은 응답률을 보였다. ADHD에 대한 지식정도는 학년과 ADHD 관련 교과목 수강여부에 따라 집단 간에 차이가 있는 것으로 나타났다. 또한 예비 유아교사의 ADHD 유아 지도에 대한 교수 효능감은 전체 평균 2.22로 ‘그렇지 않은 편이다’ 수준으로 나타났다. ADHD 유아에 대한 교수 효능감은 학년, ADHD 관심여부, ADHD 유아 접촉 경험 여부, ADHD 관련 교과목 수강여부에 따라 집단 간에 차이가 있는 것으로 나타났다. 본 연구 결과를 바탕으로 향후 예비 유아교사들을 위한 ADHD 관련 지식 습득에 대한 필요성과 ADHD 유아 교수 효능감 향상을 위한 방안에 대해 논의하였다.The purpose of this study was to investigate the knowledge level and teaching efficacy about ADHD in 341 pre - service early childhood teachers attending early childhood education departments in Chungcheong and Jeolla provinces. Data were gathered by using survey method. To analyze data, statistical methods such as t-test and ANOVA were used. The results showed the highest rate of correct answers in ‘Knowledge of ADHD behavioral characteristics’ and the lowest rate of ‘ADHD knowledge’. The level of knowledge about ADHD was found to be different among the groups according to the grade and the experience taking ADHD related courses. In addition, the teaching efficacy of pre-service teachers on ADHD instruction was relatively low. Preservice teachers’ teaching efficacy for ADHD children was found to be different according to grade, ADHD interest, experience with ADHD children, and experience taking ADHD related courses. Based on the results of this study, we discussed the necessity of acquiring knowledge about ADHD for pre-service early childhood teachers and how to improve their teaching efficacy for ADHD children.

‘I feel like I can do it now’: preservice teacher efficacy in a co-teaching community of practice

Teacher efficacy, or teachers’ feelings about their abilities in the classroom, remains a major component of educational research. We know that despite participating in shared or similar experiences, some preservice teachers (PSTs) develop feelings of teacher efficacy and some do not. Yet, in-depth examinations into the specific practices of successful host schools are scarce in the deep field of teacher efficacy research. We examine the deliberate actions of one Midwestern elementary school to establish a climate and co-teaching process that deliberately seeks to foster PST success and feelings of confidence in the classroom. We also discuss implications for teacher education.