The counselling self-efficacy scale for teachers: action research

Abstract

The action research describes the process of how the Counselling Self-Efficacy Scale for Teachers (CS-EST) was developed and explores its suitability as a teaching and learning tool using a pilot study of 178 students at Tallinn University, Estonia. The study integrated action research, interdisciplinary project-based learning, scale development and adaptation principles. During six counselling courses the SC-EST has been used both from the third-person perspective of the action researcher to reflect on the learning outcomes of students and from the student's first-person perspective to support reflecting on one's own counselling skills. The study showed that counselling self-efficacy in prospective teachers significantly raised during the courses. The scale can be used as an online self-assessment task in conjunction with reflective journaling during university-level counselling courses, as the study showed that together they form a useful formative assessment tool. The SC-EST seems to be suitable for Estonian and international students, however larger international studies are needed to further validate the scale. I consider the action research as a transformative learning experience in my professional development.

Developing and validating an AI-supported teaching applications’ self-efficacy scale

“…Regarding high school teachers, AI education application ability affects not only the AI industry's human resources training but also the AI teaching profession; the application of educational technology is huge (Dexter, 2023;Saubern et al, 2020;Seema, 2021).…”

“…Education units are responding to the advancement of AI education by promoting AI education and its teacher training courses or advanced training content. The key factor in demonstrating AI teaching is that teachers have a high level of "AIS-TASE", and it is a crucial issue for teachers to be able to make breakthroughs in the classroom Ng et al, 2023;Seema, 2021;. It is believed that when teachers are engaged in AI-supported teaching, their awareness of their AI-supported teaching ability and their perceptions and beliefs that can affect students' learning degree also affect teachers' AI-supported actions.…”