Beginning Teachers' Confidence before and after Induction

Turley, Steve; Powers, Kristin; Nakai, Karen

doi:10.1080/01626620.2006.10463565

Cited by 18 publications

(4 citation statements)

References 1 publication

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“…Confidence is one of the most important traits of teachers in the classroom. Teachers enter the class with varying confidence levels in their ability to deliver the instructions to the students (Turley et al, 2012). According to Broughton et al (2002), a teacher with a plan is a more confident teacher.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Backward Design Lesson Planning in Teaching and Learning Physics: A Case Study

Gombu¹,

Utha²,

Seden³

2022

IJELS

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Lesson planning through backward design was introduced in the schools in one of the Dzongkhags in eastern Bhutan to enhance students' learning since 2017. This study was undertaken to find out the effectiveness of backward design lesson planning in teaching and learning physics. A qualitative case study approach implementing semi-structured interviews, classroom observation, and document analysis was used. A purposive sampling method was used to select eight physics teachers from four schools. The study found that lesson planning using backward design significantly influences students' understanding of the concept and promotes purposeful classroom engagement through realistic classroom learning. As the assessment is planned separately in this design, it provided teachers with an improved understanding of students' learning, the achievement of learning standards and, subsequently, scaffolding them to achieve greater learning performance. The other benefits include improved academic achievement and increased confidence of teachers. Some challenges were limited evidence of transferring students' learning to their everyday lives; more time requirements in the planning phase; teachers' limited knowledge in setting instructional goals; and developing reliable assessment tools and essential questions. This study recommends conducting similar studies in other subject areas involving more participants to offer richer perspectives on the effectiveness of the backward design.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Backward Design Lesson Planning in Teaching and Learning Physics: A Case Study

Gombu¹,

Utha²,

Seden³

2022

IJELS

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show abstract

“…Self-efficacy beliefs are best adjustable during the beginning years of teacher development to establish a continuing growth of teacher efficacy (Shaughnessy, 2004). Structured program activities, networking, opportunities for reflection, and mentoring were considered components to aid in levels of novice teachers' confidence in their program (Turley, Powers, & Nakai, 2006). Jarrett (1999) suggests that preservice teachers' confidence to teach a subject depends on their school experiences with the content area in addition to the number of college courses taken in the content.…”

Section: Teacher Efficacymentioning

confidence: 99%

Supporting Clinical Practice Through Rehearsals

Javeed¹,

Isidro²

2019

nwjte

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Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation,

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“…Setiap orang harus mampu mengendalikan emosionalnya supaya setiap tindakan dan perkataan menjadi terkontrol dengan baik. Rasa percaya diri guru pemula umumnya akan meningkat seiring dengan bertambahnya pengalaman mereka dalam menjalankan fungsinya sebagai guru (Turley et al, 2006).…”

Section: Pembahasanunclassified

Permasalahan Yang Dihadapi Mahasiswa Pendidikan Ekonomi Selama Mengikuti Praktik Pengalaman Lapangan (PPL) Tahun 2018

Hidayati

2018

JPEK

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The Field Experience Practice Program (PPL) is a mandatory program for every prospective teacher student. As is the case with the eighth semester S1 students of the Economic Education Study Program at the University of Pamulang, they are required to take part in this program. This activity aims to provide a real experience for someone in carrying out their obligations related to the learning process. This PPL is also expected to be a transition process where a prospective teacher becomes a teacher. When it comes time to practice teaching experience, each prospective student will face various problems and difficulties. The purpose of this study is to find out the problems faced by Economics Education students while participating in Field Experience Practices (PPL). This study uses a Qualitative Research approach. Time The subjects of this study were 10th semester students of economics education study program as many as 10 students. Based on the results of research on the problems faced by prospective teacher students during the Field Experience Practice (PPL), it can be concluded that the problems include: (1) personal; (2) teaching preparation; (3) class participation; (4) classroom management; (5) teaching; (6) evaluation; (7) emotions; and (8) adjustment.

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Beginning Teachers' Confidence before and after Induction

Cited by 18 publications

References 1 publication

Effectiveness of Backward Design Lesson Planning in Teaching and Learning Physics: A Case Study

Effectiveness of Backward Design Lesson Planning in Teaching and Learning Physics: A Case Study

Supporting Clinical Practice Through Rehearsals

Permasalahan Yang Dihadapi Mahasiswa Pendidikan Ekonomi Selama Mengikuti Praktik Pengalaman Lapangan (PPL) Tahun 2018

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