International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Self efficacy
Page 9/11
108 items
81
This exploratory study explored the relationship between career considerations and professional learning. In particular, using an achievement goal framework, this study investigated the relationship between teachers’ career goals and the use of learning strategies, regulatory strategies, learning interest and future learning intention. The participants were 275 practicing teachers enrolled in a compulsory course within the Bachelor of Primary Education programme offered by a university in Hong Kong.
Published: 2010
Updated: Aug. 23, 2011
82
The current study evaluated the multi-user virtual environment known as Second Life, as an exploratory course delivery platform and for its ability to enable teachers to meet elements of NETS•T. The researcher collected data from 17 graduate students enrolled in a master’s degree program in educational leadership in a southeastern state university. The Second Life multi-user virtual environment appears to be a promising environment that fosters high levels of engagement in adult learners, supports synchronous online class activities.
Published: 2010
Updated: Aug. 23, 2011
83
In this study, the authors explored the influence of teachers' learner-centered beliefs and teacher efficacy on consequence concerns. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns.
Published: 2010
Updated: May. 30, 2011
84
The purpose of this study was to examine the relationship between teacher self-efficacy, collective efficacy, and job satisfaction among special education teachers. The study further sought to examine any differences that may exist between teachers in different settings, of various certification types, and of varying teaching levels. The participants were seventy special education teachers. Results showed relationships between both teacher self-efficacy and job satisfaction, and teacher self-efficacy and collective efficacy existed.The implications of this study are that improving levels of teacher self-efficacy could improve levels of job satisfaction.
Published: 2010
Updated: Jan. 09, 2011
85
The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.
Published: 2010
Updated: Nov. 29, 2010
86
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Published: 2010
Updated: Oct. 17, 2010
87
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Published: 2010
Updated: Oct. 12, 2010
88
The authors examine the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Hence, this study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers.
Published: 2010
Updated: Sep. 05, 2010
89
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Published: 2010
Updated: Sep. 05, 2010
90
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Published: 2010
Updated: Aug. 24, 2010