Search results for: Self efficacy

This article focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The findings reveal that preservice teachers demonstrated a high degree of initiative. In addition, the students began to recognize the potential of such creative DLTs as a bridge between the use of familiar hands-on materials as representations and abstract representations of mathematical models. Furthermore, the students gained confidence after successfully presenting their DLTs to their peers, and their self-efficacy in using technology to teach mathematics increased due to these enactive mastery experiences.

The purpose of this study concerns student teachers’ interpersonal profiles and the accuracy of their self-belief regarding the interpersonal relationship with students at the beginning and end of the internship. The findings reveal that there were fewer student teachers with preferable interpersonal profiles at the end of the internship than in the beginning. Self-beliefs at the beginning indicated that the majority of student teachers were underestimating themselves; at the end of the internship most of them were overestimating themselves.

This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers. Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.

This article describes a study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions.