Self-efficacy Of Pre-service Teachers Research Articles

Classroom Management Self-Efficacy of Pre-Service Teachers

<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>

Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial

Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions ( d = 0.69), negative reactions ( d = 1.05), and their use of proactive strategies ( d = 1.43 and 1.59), inadequate strategies ( d = 0.73), and reactive strategies ( d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.

PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT

The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to examine whether physics anxiety and self-efficacy beliefs differ depending on pre-service teachers' achievement in physics and their gender. The research was conducted with 344 pre-service teachers enrolled at a state university in Turkey. The data obtained were analyzed using means (M), standard deviation (SD), simple regression analysis, the one-way multivariate analysis of variance (one-way MANOVA) and as a follow-up test, the univariate analysis of variance (univariate ANOVA). The outcome of the research indicating the physics anxiety of the pre-service teachers was a significant predictor of their physics self-efficacy, significant differences between physics anxiety and self-efficacy depending upon the level of achievement in the physics course, also showing that in general, female pre-service teachers had significantly higher levels of anxiety compared to males and that with respect to self-efficacy, differences were in favor of male pre-service teachers only in the dimension of problem-solving in physics. Keywords: physics anxiety, physics self-efficacy, pre-service teachers' gender, physics achievement.

Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument

The Science Teacher Efficacy Belief Instrument has been a widely reported measure of teachers' personal efficacy and outcome efficacy beliefs. This pilot study examined if the instrument could be amended for use in The Arts learning area. A small cohort of 110 Graduate Diploma of Education preservice teachers participated in the pilot. Factor structures were examined through confirmatory factor analyses. The model displaying best fit consisted of six items measuring outcome expectancy and 10 items related to teaching efficacy. Measuring self-efficacy is important as many teachers who teach the Arts in Australia and internationally are not subject specialist teachers.

The Effect of Pre-service Teacher's Self-Efficacy and Difficulties in Emotion Regulation on Personality Problem: In accordance with Type of Attachment

본 연구에서는 애착유형 별 인성문제에 영향을 미치는 자기효능감과 정서조절곤란 요인의 영향력을 파악하 여, 예비영유아교사의 인성문제 해결을 위한 효과적인 방안을 제시하는데 목적을 두고 있다. 이를 위해 대 구·경북에 거주하는 유아교육 및 보육관련 예비영유아교사 1,000명을 4개의 애착유형으로 분류하여, 집단에 따라 영향력을 비교하였다. 연구의 결과는 다음과 같다. 첫째, 자기효능감과 정서조절곤란, 인성문제는 애착유형에 따라 유의한 차이를 보였다. 둘째, 자기효능감은 애착유형에 따라 영향력의 차이를 보여주었다. 대인관계적 자기효능감은 안정형 애착유형에서 인성문제에 영향을 미치는 것으로 나타났으나, 개인적 자기효능감은 모 든 애착유형에서 유의한 영향을 미치지 않는 것으로 나타났다. 셋째, 정서조절곤란은 애착유형에 따라 영향력 의 차이를 보여주었다. 안정형 애착유형을 가진 예비영유아교사의 정서조절접근제한이 인성문제를 감소시켰으며, 불안정 애착유형을 가진 예비영유아교사의 정서조절접근제한은 인성문제 감소에 유의한 영향을 미치지 않 는 것으로 나타났다.

A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K–3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another program focusing on more grade levels (K–6) and requiring fewer literacy-focused courses. However, the opposite findings were realized. Moreover, results demonstrated that regardless of program, pre-service teachers felt less efficacious about teaching writing when compared to teaching reading. Implications for teacher educators and recommendations for literacy instruction are discussed.

Effectiveness and Weakness of School Bullying Problem Solving Activities in a 3D Virtual World : Application of Activity Theory

Although teachers play an important role in preventing school bullying, there is a lack of educational programs to enhance the competencies of pre-service teachers regarding how to prevent and address school bullying. To improve the knowledge and self-efficacy of pre-service teachers about school-bullying challenges, this study developed an authentic problem solving activity in a 3D virtual world on the basis of activity theory. In this study, for four weeks, 36 pre-service teachers collaboratively solved school-bullying problems, conducted role-plays in a virtual world, and reflected on their activities. As a result, the participants significantly improved their knowledge (restorative justice) and self-efficacy to handle school bullying. This study also investigated the pre-service teachers’ perceptions of the strengths and weaknesses of the activity through analyzing quantitative and qualitative data with an activity system framework. The findings were discussed to improve the design of the problem-solving activity in the context of Korean pre-service teacher education.

Pre-service teacher self-efficacy in digital technology

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5–12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and teaching of digital technology. Exploring the teacher self-efficacy beliefs towards technology of pre-service teachers, this study surveyed pre-service teachers studying to become primary teachers in two states within Australia (Victoria and Queensland). Findings are important as they provide insights into current levels of perceived competence and confidence towards engaging with digital technology as a future teacher. Findings highlight vast difference across a variety of teacher skills and actions. Given that beliefs are resistant to change after the beginning phase of teaching, it is important to understand the current beliefs of pre-service teachers who will soon be present in Australian classrooms.

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers’ development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

The Contextual Difference

This study’s purpose was to examine the self-efficacy of preservice teachers throughout an immersive learning semester and compare it with a control group. The study suggests that a community-based immersive program supports preservice teacher efficacy development within the dynamic cultural context of families and schools. The immersive learning participants’ ( n = 32) teacher efficacy was assessed thrice and compared with a traditional on-campus program ( n = 64). Using the Teacher Sense of Efficacy Scale, results revealed significant improvement in the Immersive group across time in all three areas (Engagement, Management, and Instruction). Comparison of net gains between groups suggests that an immersive and supportive environment promotes preservice teacher efficacy development even in the midst of a socio-cultural gap between preservice teachers and students.

Changes in computer self-efficacy of pre-service teachers in physical education

Changes in computer self-efficacy of pre-service teachers in physical education

Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

Two approaches to self-assessment are optimal, because they include the assessment criteria: rubrics and scripts. The aim of this study is to compare the effect of rubrics and scripts on self-regulation, performance and self-efficacy. A total of 69 pre-service teachers participated in the study. During a semester the participants were trained to design multimedia material in three experimental conditions (rubrics, scripts and control). Results showed that students using the scripts had higher levels of learning self-regulation after the intervention, whereas rubrics decreased performance/avoidance self-regulation (negative self-regulatory actions detrimental to learning). No significant effects were found for students’ performance or self-efficacy. Students preferred the use of rubrics to the use of scripts.

Enhancing the Inclusive Self-Efficacy of Preservice Teachers through Embedded Course Design

This study was an initial investigation into the effects of Embedded Design on the self-efficacy of pre-service teachers studying inclusive education. Forty-one participants completed pre- and postquestionnaires to determine differences in self-efficacy prior to and again at completion of an inclusive education course in an undergraduate teaching degree. A modified version of the scale developed by Hickson (1995), the “Self-Efficacy toward Future Interactions with People with Disabilities” (SEIPD) was employed for data collection. This data was supplemented by way of anonymous formal student feedback collected from the university. Findings indicate that the theoretically designed course did in fact significantly improve self-efficacy between pre- and postoccasions. Limitations of the present study are discussed as well as implications for future practice in the design of preservice courses for inclusive education.

Changes in Teacher Self-efficacy in the First Year of Primary School Teacher Education Study

The beginning phase of teaching is a time of flux in the self-efficacy beliefs held by teachers. Little is known, however, about the exact peaks and troughs that beginning teachers experience. While it is theorized that teacher self-efficacy increases during teacher education and declines during the beginning months of teaching (Tschannen-Moran and Woolfolk Hoy, 2007), little is known specifically about the changes during the period of engagement in teacher education programs. This paper reports on the first stages of a longitudinal study that sets out to explore pre-service teacher self-efficacy as students journey through their four-year program of study. It reports on initial levels of self-efficacy in the first week of entering a teacher education program and the changes after completion of one year of the degree. Findings are important as they provide insights for teacher educators and institutions to support the development of positive teacher self-efficacy beliefs.

The Analysis of Writing Assessment Self-Efficacy in Pre-service Teachers of Korean Language

The Analysis of Writing Assessment Self-Efficacy in Pre-service Teachers of Korean Language

The relationship between pre-service teachers’ self efficacy and their internet self-efficacy

The present study seeks to investigate the relationship between pre-service teachers’ self efficacy and their internet self-efficacy beliefs. It also seeks to determine how much pre-service teachers’ self efficacy contributes to the prediction of their sense of internet self-efficacy. The study reported in this paper was conducted to examine the relationship between pre-service teachers’ internet self-efficacy and their self-efficacy in Faculty of Education. To this end, 248 pre-service teachers were selected from Faculty of Education in Firat University, in Turkey. The participants were asked to complete the “pre-service teachers’ Sense of Self-Efficacy Scale” and the “Pre-service Teachers’ Internet Self-Efficacy Questionnaire”. Data analysis and statistical calculations revealed that there is a significant relationship between pre-service teachers’ internet self-efficacy and their self-efficacy. To investigate of Internet Self-Efficacy might have more predictive power in predicting pre-service teacher's self-efficacy, regression analysis was run. The conclusions and implications of the research were discussed with reference to the earlier findings.

Preservice elementary teachers’ perceptions of their self-efficacy in teaching thinking skills

Preservice teachers’ self-efficacy in teaching the thinking skills included in the curriculum is important to the achievement of objectives. What are the self-efficacy levels of preservice teachers in teaching thinking skills? The present study aims to determine the self-efficacy of preservice teachers in this area. The study is of a descriptive nature and uses the survey model. The study sample consists of a total of 263 third and fourth-year students from Marmara University, Atatürk Education Faculty, Elementary Teacher Education Department. The scale used in the study had been developed for Tebbs’ PhD dissertation entitled “Assessing Teachers’ Self-Efficacy towards Teaching Thinking Skills” and was adapted into Turkish by Kaya (2008). The data were analyzed by using arithmetic means, standard deviation, independent samples t- test, analysis of variance, and Pearson product-moment correlation analysis.

FIELD PLACEMENT TREATMENTS: A COMPARATIVE STUDY

Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a significant difference in treatment effect for elementary education majors as opposed to secondary education majors? By conducting a focused study of the current pedagogical methods being utilized in a Middle Level Instruction and Curriculum course it was possible to evaluate treatment effect on the enhancement of preservice teacher self-efficacy and dispositional preparation. Utilizing a Multivariate Analysis of Variance (MANOVA) experimental design with repeated-measures, treatment effect on preservice teacher self-efficacy was evaluated based on the Fuller Scale of Concerns. This research facilitates a more data-driven discussion of the appropriate pedagogical methodology for the development of preservice teachers' attitudinal orientation and dispositions.