Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers

Pendergast, Donna; Garvis, Susie; Keogh, Jayne

doi:10.14221/ajte.2011v36n12.6

Cited by 237 publications

(195 citation statements)

References 19 publications

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“…Teacher self-efficacy is a significant feature of teacher quality that makes a teacher determined to bring about change in students' learning (Pendergast, Garvis, & Keogh, 2011;Lee, Cawthon, &Dawson, 2012). Teacher self-efficacy is described as the "teacher's belief in his or her own ability to organise and execute courses of action essential to successfully achieving the specific teaching tasks in specific situations" (Tschannen-Moran, A. Hoy & W. Hoy, 1998, p. 207).…”

Section: Introductionmentioning

confidence: 99%

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Alwaleedi¹

2016

ASS

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Teacher self-efficacy is one of the important variables to bring change in students' learning. The current study aimed to assess teachers' self-efficacy beliefs on four sub-scales; namely, classroom management, persistent behaviour, classroom anxiety and professional mastery, in the context of Saudi Arabia. The key objective of the study was to determine teachers' self-efficacy beliefs on these sub-scales in relation to gender, age, professional qualification, level of teaching, and job experience. A random sample of 168 male and 106 female teachers was selected from two public and two private schools in Jeddah. A Teachers' Self-Efficacy Beliefs scale developed by Shaukat (2011) was administered to collect data from teachers; the results for this study reported .89 overall reliability of the scale, .72 for classroom management, .73 for persistent behaviour, .66 for classroom anxiety and .76 for professional mastery. Data were analysed using the t-test and ANOVA to determine the impact of demographic variables on the four sub-scales of self-efficacy beliefs. Results showed significant differences between the self-efficacy beliefs of male and female teachers; BA, MA and PhD qualified teachers; primary and elementary and secondary school teachers; and public and private teachers with regard to classroom management, persistent behaviour, classroom anxiety and professional mastery. This study has possible implications for policy makers and teacher educators.

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Section: Introductionmentioning

confidence: 99%

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Alwaleedi¹

2016

ASS

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“…This outcome can be associated with the change of pre-service teachers' selfefficacy perception about realizing their professions. Pendergast, Garvis & Keogh (2011) stated that teachers' self-efficacy perception is associated with the beliefs of their capacity perception about undertaking certain teaching assignments. In addition, it can be said that online communities of practice had an impact on the realization of social persuasion by providing individuals the opportunity of sharing their experience and making comments.…”

Section: Discussion About Quantitative Findings Of the Researchmentioning

confidence: 99%

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Ekici

2017

EURASIA J MATH SCI T

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This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that online communities of practice did not affect pre-service teachers' overall critical thinking disposition significantly. However, research results revealed that the scores that pre-service teachers have achieved from self-confidence and open-mindedness sub-factors of the inventory have significantly differentiated in favor of the pre-service teachers in the experimental group. The statements that pre-service teachers have made on their comments were weak in terms of critical thinking. Pre-service teachers have mostly expressed their own views and they have usually supported each other by providing positive opinions. Therefore, it is thought that online communities of practice affect positively only pre-service teachers' self-confidence tendency and the abilities to express their own opinions.

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“…It is during this crucial early period that the students grow into their future roles as teachers and the construction process of professional identity begins. Furthermore, Pendergast, Garvis, and Keogh (2011) state that students have the opportunity to face the reality of the role during these practicums. It is thus very important that the practicums in preschools are guided by trained and motivated mentors (Balduzzi & Lazzarri, 2015;Leshem, 2012;Ukkonen-Mikkola & Turtiainen, 2016).…”

Section: Mentor Training In the Context Of Preschool Teacher Educationmentioning

confidence: 99%

Interpretations of Mentoring during Early Childhood Education Mentor Training

Kupila¹,

Ukkonen-Mikkola²,

Rantala³

2017

AJTE

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Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into the Making of Teachers

Cited by 237 publications

References 19 publications

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

The Effects of Online Communities of Practice on Pre-Service Teachers’ Critical Thinking Dispositions

Interpretations of Mentoring during Early Childhood Education Mentor Training

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