How Do Sources of Self-Efficacy Predict Preservice Teachers’ Beliefs Related to Constructivist and Traditional Approaches to Teaching and Learning?

Abstract

Guided by Bandura’s theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers’ sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers’ constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

“…The study found that the practice of eliciting learners' ideas among the participants was deep-seated except for 4.7% who abandoned the practice, while the use of analogies and examples was largely adopted and honed within the classroom context. Thus, in the face of the complex realities of classroom contexts, instructional practices can be adopted and honed or abandoned depending on whether the pedagogical understanding is superficial or deep-seated, which has implications for their sense of self-efficacy (Bandura, 1995;Cansiz & Cansiz, 2019;Opfer & Pedder, 2011;Warner & Myers, 2008). Therefore, if teachers are helped to develop adequate pedagogical knowledge to appropriately integrate analogies and examples, they can elicit and expose learners' misconceptions, then address them (Duit et al, 2008;Lolita, 2015;Warner & Myers, 2008).…”

“…This can be attributed to the participants missing out on the consistent pedagogical supervision expertise of the HoS (Zeichner, 1996). The slight increase in average score indicates most participants did not develop a strong self-efficacy and, hence, found instructional practices challenging and difficult to implement (Bandura, 1997;Cansiz & Cansiz, 2019;Kazempour & Sadler, 2015).…”

“…Research has concluded that high self-efficacy enables teachers to complete a task, particularly in a complex context such as a classroom setting (Kazempour & Sadler, 2015), and is associated with knowledge construction as well as teachers' perceptions of self-efficacy influence their classroom practice (Bandura, 1997;Cansiz & Cansiz, 2019). Therefore the opportunity to enact integration of learneroriented instructional practices in lessons enables the development of self-efficacy as the teacher gains intellectual and procedurals skills that are transferable and can be applied in varied contexts (Bandura, 1997;Ciminelli, 2009;Kazempour & Sadler, 2015).…”

Design and Implementation of Basic Department Operation Model

“…The method also defines the reasons for inefficiency in poorly performing departments and the changes that these departments must introduce to become more efficient. The method's usefulness as a planning tool is also discussed [19][20][21].…”

Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

“…SOS inventory has strong roots in the work ofBandura (2007). Inventory is the best predictor used to gauge teachers beliefs towards goal execution applied in the classrooms for students achievement scores(Cansiz & Cansiz, 2019;Henson, 1999). Part BRose and Medway (1981) Locus of Control Scale:To measure teachers classroom management beliefs, the researchers administered Rose and Medway (1981) locus of control scale.…”