Self-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.

Predictors of Self-Efficacy for Inclusive Education: A Comparison of Canada and Germany

This study investigated group and individual differences in beginning secondary school teachers’ self-efficacy for the inclusive classroom in Canada and Germany. This research complements previous Canadian and German research that compared the self-efficacy of pre-service teachers in each country, as well as those experiences that contributed to their self-efficacy. In the current study, 110 Canadian and 90 German beginning teachers completed the Teacher Efficacy for Inclusive Practice scale and the Beliefs About Learning and Teaching Questionnaire and described their experience with diverse populations. As a group, Canadian teachers were higher in their self-efficacy for implementing inclusive instruction and for engaging in collaboration with families and colleagues. The groups did not differ on self-efficacy for managing behaviour, though males felt more efficacious than females. Overall, country accounted for 18% and 11% of the variance in self-efficacy for inclusive instruction and for collaboration, respectively. Additional individual differences in self-efficacy for instruction and for managing behaviour were accounted for by participants’ experiences with diverse populations. Finally, participants’ beliefs that aligned with student-centred approaches accounted for unique variance in self-efficacy for inclusive instruction and collaboration. Results are discussed in the context of prior research and possible considerations for teacher education programs.

Self-efficacy of preservice teachers in technology-based learning in diverse classrooms: a case study at an Indonesian private university

Purpose This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.Design/methodology/approach The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.Findings Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.Research limitations/implications The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.Originality/value The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design

AbstractEnsuring quality education for all students requires teachers to possess knowledge and skills in utilising digital technologies effectively for teaching and learning. This study explored how pre-service teachers (PSTs) perceive their digital attitude, efficacy, literacy, engagement, and understanding of digital technologies in an online learning environment. The study employed a mixed-methods research approach. A survey comprising Likert Scale questions and demographic information was administered to 110 PSTs from a regional university. Descriptive statistics were employed to investigate the relationship between PSTs’ understanding of digital technologies and their attitude, literacy, self-efficacy, and learning engagement in online learning. To illustrate the frequently used words in participants’ definitions of digital technologies, a ‘word cloud’ representation was utilised, accompanied by quantitative weightings of key terms. The study revealed significant connections between PST self-efficacy and their attitudes toward digital technologies, digital literacies, and learner engagement. Notably, most of the PSTs exhibited narrower definitions of digital technologies than anticipated. The implications of these findings for course design are discussed, emphasising the need to address PSTs’ perceptions of digital technologies, foster their self-efficacy, and enhance their digital literacy and engagement in online learning environments. Understanding these factors can lead to more effective integration of digital technologies in teacher education program courses, ultimately preparing future teachers for digital-age classrooms.

The development of pre-service teachers’ argumentation self-efficacy through argumentation-based chemistry instruction

This research aimed to examine the impact of argumentation-based chemistry instruction on the argumentation self-efficacy of pre-service teachers' (PSTs’) and their perceptions regarding the effectiveness of this instruction on their argumentation self-efficacy. This exploratory study involved a cohort of PSTs who actively participated in a series of argumentation-based chemistry activities facilitated by their classroom teacher over an 11-week period, with each activity spanning 1 or 2 weeks. The introduction of argumentation preceded the exploration of chemistry topics, including heat and temperature, gas laws, physical and chemical change, solubility, distinctive properties of matter, chemical reactions, and acids-bases. Data sources comprised the self-efficacy scale for argumentation, the evaluation of instruction for enhancing self-efficacy survey, and semi-structured interviews. The findings revealed an increase in PSTs' self-efficacy for argumentation after 11 weeks of argumentation-based chemistry instruction. These results suggest that PSTs can significantly enhance their self-efficacy for argumentation when provided with instruction tailored to incorporate argumentation principles.

About This Issue: From the Editor

Welcome to Volume 27, Number 2 of the Journal of the International Society for Teacher Education. In this issue, we present a collection of articles organized under the theme: Education and Teaching Practices: Enhancing Learning and Support for Diverse Student Needs. Some of these papers were presented at the Annual ISfTE Seminar in Bhutan in 2023. Together, the articles in this issue cover various aspects of education and teaching, including pre-service teacher self-efficacy, teacher feedback, self-determination for students with disabilities, student perceptions in health education and continuity of teaching practices in higher education in our post-Covid context. This compilation of articles presents research carried out in Bhutan, Norway, Nigeria, and the USA. It underscores the diversity of educational research and its relevance to improving teaching and learning practices across different settings.

Emotional Intelligence and Self-efficacy of Pre-service Teachers

In an era of technological innovations which had ushered in a range of occupations and when the states are grappling with a shortage of quality teachers, is there something that motivates individuals to join the teaching profession? Limited career opportunities, high demands of teaching, and low pay deter new recruits from joining the teaching profession. The objective of the present study is to find the relationship between pre-service teachers’ emotional intelligence and their perceptions of self-efficacy. The study randomly selected 103 student teachers who have enrolled in the two-year Bachelor of Education program. Data collected using questionnaires were analysed by employing Pearson product-moment correlation to examine the correlation between the variables. Results of the study revealed that there exists a statistically significant positive correlation between pre-service teachers’ emotional intelligence and their perceptions of self-efficacy. The results of the study might help researchers, teacher educators, and curriculum designers of teacher education to focus on aspects that might enhance their emotional intelligence and self-efficacy, which will help young recruits in the teaching profession to excel in their profession as well as governments and institutions to retain the teachers in the profession.

Reimagining Preparation For Teachers Of Designated English Learners

All elementary, secondary, and special education teachers in Massachusetts seeking initial licensure are required to earn a sheltered English immersion (SEI) endorsement. This endorsement is intended to prepare educators to support designated English learners (ELs) in the content areas. However, the course does not reflect current theories of language development or Massachusetts policies about models of second language education. Jennifer Altavilla-Giordano and Emily Blitz explain how they reimagined the course to accomplish three goals: 1) establish a critical stance to SEI instruction, 2) increase the self-efficacy of pre-service teachers, and 3) inspire advocacy on behalf of designated ELs and families.

The effect of creative drama on the creative self-efficacy of pre-service teachers

The effect of creative drama on the creative self-efficacy of pre-service teachers

Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

The Philippine higher education has been driven by the urgency of alternative learning modalities from traditional to flexible teaching and learning due to COVID-19. With the challenge that the pandemic has brought to higher education, students’ online learning performance becomes the primary concern of all institutions. There is a serious need for an assurance that students are able to sustain self-efficacy in an online learning environment considering the demands and pressures for them to succeed in their academic performance. This constancy ushered the researchers to prove whether the 4th year Pre- service Teachers of Bachelor of Elementary Education and Bachelor of Secondary Education Major in English, Science and Math of the College of Teacher Education at Cagayan State University-Aparri Campus have positive self-efficacy and readiness level in the remote learning and to know its relationship to the success of their academic performance. The research utilized the quantitative method, specifically using a descriptive- correlational research design. Data were gathered with the three part questionnaire instruments: the demographic profile of students; the Online Learning Self-efficacy Scale (OLSES); and the Online Learning Readiness Scale (OLRS) with the main authors consent. Findings revealed that motivation to learn directly and significantly influences pre-service teachers’ online learning performance.

THE INFLUENCE OF SELF-EFFICACY ON CULTURAL COMPETENCE AMONG TEACHER EDUCATION PROGRAM STUDENTS IN MALAYSIA

Malaysia is a country with ethnic and cultural diversity. In an effort to understand the cultural diversity in Malaysia, one of the ways is the need to have high self-efficacy in preservice teachers to teach in a class with diverse student cultures. Self-efficacy against the cultural diversity that exists is an important aspect in a preservice teacher when dealing with students from various cultural backgrounds. Preservice teachers need to have a high level of self-efficacy so that each teaching and learning session in a class that consists of diverse cultures can attract students' interest and not be biased, thereby optimizing the teacher's teaching towards students in the class. Teacher education programs need to provide more opportunities for preservice teachers to engage with cultural diversity so that they can increase their self-efficacy to teach diverse students and further improve the level of teacher teaching towards students who are made up of various ethnicities and cultures.

PENGARUH EFIKASI KENDIRI TERHADAP KOMPETENSI BUDAYA DALAM KALANGAN PELAJAR PROGRAM PENDIDIKAN GURU DI MALAYSIA

Malaysia is a country with ethnic and cultural diversity. In an effort to understand the cultural diversity in Malaysia, one of the ways is the need to have high self-efficacy in preservice teachers to teach in a class with diverse student cultures. Self-efficacy against the cultural diversity that exists is an important aspect in a preservice teacher when dealing with students from various cultural backgrounds. Preservice teachers need to have a high level of self-efficacy so that each teaching and learning session in a class that consists of diverse cultures can attract students' interest and not be biased, thereby optimizing the teacher's teaching towards students in the class. Teacher education programs need to provide more opportunities for preservice teachers to engage with cultural diversity so that they can increase their self-efficacy to teach diverse students and further improve the level of teacher teaching towards students who are made up of various ethnicities and cultures.

School-based practicum and pre-service teachers' self-efficacy: Impact and challenges

This study aimed to investigate the effect of school-based practicum experience on the self-efficacy of pre-service teachers (PTs) enrolled in Teacher Education Professional Diploma (TEPD) in Jordanian universities. The study followed mixed methods research. In the quantitative part, an online questionnaire was administered to 134 pre-service teachers (PTs) at the outset of the practicum program. Then it was re-administered to the same sample after completing the practicum. In the qualitative part, semi-structured interviews were conducted after the practicum program to investigate the skills acquired by PTs during the school practicum and to identify the challenges, they faced during the school practicum experience. In the qualitative part, a total of 18 students voluntarily participated in the interviews. Results showed that the school-based practicum experience had a statistically significant effect on the overall mean scores of the PTs' self-efficacy in the pre-and post-applications and each study area (instructional strategies, classroom management, and student engagement). Furthermore, PTs reported several challenges during the school practicum, including the role of the academic supervisor, the cooperating school, the cooperating teacher, the nature of the TEPD program, and dealing with students.

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.

Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China

PurposeThe purpose of the present study was to examine the impact of a student teaching internship program on the self-efficacy of pre-service teachers in China.Design/methodology/approachWith 1,367 participants, structural equation modelling was used to evaluate the fit of the hypothetical model and a latent path analysis was conducted to identify the relationship among various variables.FindingsThe results suggested that the program had a significant impact on efficacy in terms of personal skills, general teaching skills and personal qualities of the student interns concerned. Although this study was set in rural China, the findings of this study offered insights for teacher education in other places.Originality/valueTo the best of our knowledge, no research studies have been conducted on this in-service teacher training program in a systematic and comprehensive way using a large sample size and involving all major stakeholders. The aim of the present study is to fill this gap, by exploring the experience of a large cohort of pre-service teachers participating in this student teaching internship program. Studying the experiences of these student teachers will illuminate some of the key challenges faced and how they impacted their teaching and learning during their teaching practices in rural areas. The findings may help teacher education institutions to review and enhance their existing approaches to teaching practices and professional development initiatives not only in rural China but in similar contexts in other countries.

Prediction of pre-service teachers' academic self-efficacy through machine learning approaches

The aim of this study was to investigate the extent to which pre-service teachers' belief in academic engagement, student burnout, and proactive strategies predicts academic self-efficacy through machine learning approach. The study group consisted of 446 pre-service teachers at Sivas Cumhuriyet University, Faculty of Education. The Academic Self-Efficacy Scale, Academic Involvement Scale, Maslach Burnout Inventory-Student Scale, and Proactive Strategy Scale were used for data collection. In data analysis, two different machine learning approaches were used; linear regression and artificial neural networks (ANNs). As a result of the regression analysis, a positive, and significant relationship was found between the academic self-efficacy of pre-service teachers, their academic engagement, and proactive strategy. Also, there was a negative and significant relationship between pre-service teachers' academic self-efficacy and academic burnout. Considering the results of the regression analysis, academic engagement, academic burnout, and proactive strategy together explained 38% of academic self-efficacy. When the ANNs results were examined, it was seen that these three variables explained 77% of academic self-efficacy. Therefore, it was understood that ANNs perform better than multiple regression in predicting academic self-efficacy.

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.

Technological self-efficacy of preservice teachers: the role of gender, origin area and major program

Technological self-efficacy of preservice teachers: the role of gender, origin area and major program

Technological self-efficacy of preservice teachers: the role of gender, origin area and major program

Technological self-efficacy of preservice teachers: the role of gender, origin area and major program

Preservice teachers' teaching internship affects professional identity: Self-efficacy and learning engagement as mediators.

Preservice teachers' professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students' increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers' teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers' professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study's findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.