Adaptation of Teachers’ Self-Efficacy Towards Teaching Thinking Skills Scale Into English

Dilekli, Yalçın; Tezci, Erdoğan

doi:10.11114/jets.v6i11.3630

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…A scale of Teaching Self-efficacy towards Teaching Thinking Skills was used, known as TSTS [Teachers' Self-efficacy towards Teaching Thinking Skills Scale] (Dilekli & Tezci, 2018). The TSTS was constructed with 20 items distributed in 3 sub-factors: Academic Competence, Practice and Design.…”

Section: Methodsmentioning

confidence: 99%

Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

Arce-Saavedra¹,

Blumen²

2022

PSICO

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The relationship between dispositions towards critical thinking, creative-innovative performance, self-efficacy and teaching practice was assessed in Peruvian teacher trainers from the Amazonian region of San Martin. Direct and big relationships were found between all variables. A model that explained 42% of the variance of teaching practice is presented, where dispositions towards critical thinking and creative and innovative performance have a direct effect on teacher self-efficacy. In addition, teacher self-efficacy fully mediates the relationship between dispositions toward critical thinking, and partially mediates the relationship between creative-innovative performance and teaching practices. Likewise, results show differences according to sex, work experience, specialization and work place. It is suggested to include other actors to get a holistic view of the teachers’ trainer capacities.

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Section: Methodsmentioning

confidence: 99%

Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

Arce-Saavedra¹,

Blumen²

2022

PSICO

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“…ICT implementation improves the learning environment as learners' independence depends not solely on their instructors (Alsalem, 2018). ICT has challenged and transformed the conventional teaching pedagogies, strategies, methods and contributed to adequate and reliable instructional methods (Dilekli et al, 2018(Dilekli et al, , 2020Kubiatko et al, 2020). Thus, becoming an essential component of educational reforms needed in the 21st century (Buabeng-Andoh, 2019).…”

Section: Ict Implementationmentioning

confidence: 99%

Influence of Teachers’ Self-Efficacy on ICT Implementation in Kenyan Universities

Bariu

2023

Preprint

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The study was motivated by the need and realization that ICT implementation has become a necessity in university education in the current 21st century. Therefore, this study provides valuable baseline information to stimulate investment in teachers' self-efficacies influencing ICT implementation to streamline university education by enhancing accessibility, quality, and efficiency. Empirical literature identified a substantial technological gap among the teachers' self-efficacy that significantly influences ICT implementation. Through a descriptive survey, the study investigated how teachers' self-efficacy influences ICT implementation and informs teachers' best practices by incorporating the Technological, Pedagogical Content Knowledge (TPACK) Model lens. Stratified random sampling procedure was used to select 475 teachers/lecturers in Kenyan University. Structured questionnaires method was used to collect data. The data was analyzed using descriptive, inferential statistics, Spearman Correlation as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria. Analysis of variance revealed that teachers’ self-efficacies have significant effect on ICT implementation in the sample University with nearly 20 % changes in ICT implementation caused by Teachers’ self-efficacies, therefore the null hypothesis () that Teachers’ self-efficacies have no significant influence on ICT implementation was rejected. The findings from this study suggest that ICT implementation in the University is dependent on Teachers’, self-efficacy, hence the findings would be useful by providing guidelines for university managers and administrators to evaluate teachers' ICT implementation and teachers’ capacity. The research, therefore, provides preliminary evidence of the need to boost teachers' technology confidence through training, accessibility, and consistent use of technology since knowledge and belief impact teachers’ intentions to use technology.

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“…Some of the most common teacher habits that inhibit teaching thinking are giving more importance to convey pure knowledge, being dependent on the curriculum, believing that only clever ones can learn thinking and seeing the process of thinking as time consuming. Moreover, students' and their parents' expectations from schools, perennial curriculums and central examinations, such as university entrance exams, are listed as barriers for teaching thinking (Dilekli, 2015;Dilekli & Tezci, 2016;Dilekli & Tezci, 2018). As teaching thinking takes long time, the results of this process cannot be seen in a short time.…”

Section: Introductionmentioning

confidence: 99%

Adaptation of Teachers’ Teaching Thinking Practices Scale into English

Dilekli¹,

Tezci²

2019

EUROPEAN J ED RES

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This study aims to adapt teachers' classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking. In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.

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Adaptation of Teachers’ Self-Efficacy Towards Teaching Thinking Skills Scale Into English

Cited by 5 publications

References 35 publications

Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

Critical thinking, creativity, self-efficacy, and teaching practice in Peruvian teacher trainers

Influence of Teachers’ Self-Efficacy on ICT Implementation in Kenyan Universities

Adaptation of Teachers’ Teaching Thinking Practices Scale into English

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