Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

Kim, Hyun‐Jin

doi:10.15640/jehd.v6n1a4

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…Passion has been previously linked positively to pre-service teachers in the form of developing their self-efficacy (Kim, 2017) and good teaching practices (Day & Gu, 2010;Hargreaves, 1998). This aligns with the relevance provided to passion by both participants.…”

Section: Passionsupporting

confidence: 55%

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

Murillo Miranda,

García Castro

2024

Rev. Educación

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The ‘L2 Motivational Self System’ (L2MSS) (Dörnyei & Ryan, 2015) sheds light on theoretical tenets for research in language learner motivation. The L2MSS has been adapted into the ‘Possible Language Teacher Self’ (PLTS) (Kubanyiova, 2009) to explore language teacher motivation. Nonetheless, there is scarce research on a self-system for L2 pre-service teachers. Therefore, in this qualitative study, the characteristics of the Ideal L2 Pre-Service Teacher Self were explored to identify a possible motivational self-system. In-depth semi-structured interviews were conducted and thematic analysis was implemented. Participants (N=2) were pre-service L2 teachers from a university in Costa Rica. Findings revealed that participants mentioned four common traits of an ideal L2 pre-service teacher self: (1) passion, (2) knowledge, (3) adaptability, and (4) language proficiency. Contrary to Kubanyiova’s (2009) PLTS and Dörnyei’s (2009b) and Dörnyei & Ryan’s (2015) L2MSS, both participants share an ‘L2 Pre-service Teacher Self System’ including four elements: (1) Ideal L2 Pre-service Teacher Self, (2) ought-to L2 Pre-service Teacher Self, (3) current L2 Pre-service Teacher Self, and (4) Feared L2 Teacher Self. It is discussed and concluded that a PLTS system might include the elements just mentioned. However, further exploration on an L2 Pre-Service Teacher Self is mandatory to better understand the motivation and self-identity of L2 pre-service teachers.

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Section: Passionsupporting

confidence: 55%

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

Murillo Miranda,

García Castro

2024

Rev. Educación

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“…The significance of a teacher's passion for the profession, identified by Kim [45] as a key influencer of beliefs and efficacy, is apparent in its profound impact on teaching methodologies and student learning experiences. Educational qualifications and specialized training also play a pivotal role, with studies by Whitebook et al [46] showing a direct correlation with the quality of preschool education, thereby underscoring the importance of ongoing professional development.…”

Section: Preschool Teachers Performancementioning

confidence: 99%

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

Ye,

Ahmad,

Burhanuddin

et al. 2024

Behavioral Sciences

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This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers’ performance. Drawing on Bandura’s Theory of Self-Efficacy, Goleman’s Emotional Intelligence Theory, and Bronfenbrenner’s Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers’ performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

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“…Teachers maintain their enthusiasm for their subjects by continuing to learn. Their confidence allows them to express their enthusiasm for their subject with coworkers and students (Benekos, 2016;Khan, 2020;Kim, 2017;Owen, 2016). Passion, commitment, flexibility, and efficacy are also cultivated and perpetuated through professional discussion and the practicing community's active participation.…”

Section: Passionmentioning

confidence: 99%

The Mediating Effect of Teaching Effectiveness on the Relationship Between Passion and Commitment Among Public Elementary School Teachers

Geraldine

Lyndon

2022

Am. J. Multidis. Res. Innov.

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This study aimed to investigate the mediating effect of teaching effectiveness on the relationship between passion and commitment among 300 teachers in the Division of Davao del Sur. This study employed a non-experimental design utilizing the descriptive correlation technique. The statistical tools used were mean Pearson r and path analysis using SPSS AMOS. Research instruments on passion, commitment, and teaching effectiveness were validated and used as data sources. Using Pearson r, the results revealed a significant relationship between passion and commitment, passion and Teaching effectiveness, and teaching effectiveness and commitment. Utilizing path analysis, the study’s results showed no mediation of teaching effectiveness on the relationship between passion and commitment. Consequently, the findings of this study contended that teaching effectiveness as mediating variable carries no influence on passion and commitment.

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Early Childhood Preservice Teachers’ Passion, Beliefs, and Their Sense of Teacher Efficacy

Abstract: Abstract

Cited by 4 publications

References 21 publications

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

The Mediating Effect of Teaching Effectiveness on the Relationship Between Passion and Commitment Among Public Elementary School Teachers

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