The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

Al-Awidi, Hamed Mubarak; Alghazo, Iman M.

doi:10.1007/s11423-012-9239-4

Cited by 80 publications

(49 citation statements)

References 20 publications

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“…Similarly, these findings echo self-efficacy research which highlights the impact of mastery experiences on the development of self-efficacy (Al-Awidi & Alghazo, 2012;Bandura, 1977;Main & Hammond, 2008;Stewart, Allen, & Bai, 2011). This is to say that as participants gained more field-based experiences over the course of their PDS, both with students who exhibited challenging behaviours (e.g., EOS II) and cooperating teachers implementing strategies to address those behaviours, their self-efficacy levels increased.…”

Section: Discussionsupporting

confidence: 73%

“…Still, other researchers have noted no changes in self-efficacy over time (Chambers & Hardy, 2005). In addition, research findings continue to support early findings by Bandura (1986Bandura ( , 1997 that mastery experience and vicarious experiences influence self-efficacy and strategy selection and implementation (Al-Awidi & Alghazo, 2012;Klassen, Tze, Betts, & Gordon, 2011;Main & Hammond, 2008;Stewart, Allen, & Bai, 2011).…”

Section: Self-efficacy Job Satisfaction and Burnoutsupporting

confidence: 72%

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The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Sciuchett¹

2019

AJTE

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Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers' self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were noted when compared to beginning levels. Despite noted increases in self-efficacy levels, participants continued to express a need for training in evidence-based practices and strategies for addressing extreme behaviours. Implications and limitations are discussed.

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Section: Discussionsupporting

confidence: 73%

Section: Self-efficacy Job Satisfaction and Burnoutsupporting

confidence: 72%

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Sciuchett¹

2019

AJTE

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“…Similarly, the introductory nature of the day-long professional development workshop attended by Group A participants limited participants' abilities to demonstrate mastery of the IWBs and their functions among their peers. Mastery experiences and opportunities for peer-learning have been demonstrated to contribute to the development of participants' self-efficacy in professional development programs (Al-Awidi & Alghazo, 2012).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

DeSantis

2013

JITE:Research

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Executive SummaryIdentifying means of assisting teachers in integrating technology during their instruction is becoming more important as the rate new technologies enter the classroom accelerates. The primary means of helping in-service teachers employ new technologies in their classrooms is frequently professional development. Unfortunately, professional development offered to many teachers is ineffective. It has been posited that professional development can be made more effective by emphasizing one specific technology for an extended period of time, including opportunities for teachers to learn from each other in localized contexts, and organizing the learning in ways calculated to help teachers build technology self-efficacy (DeSantis, 2012). This paper shares the results of a research project conducted to determine if professional development with these attributes assists teachers with developing the skills required to integrate technology during instruction. This project involved the creation of a professional development program with the characteristics described in the literature as being most effective (Brinkerhoff, 2006;Cantrell & Hughes, 2008;DeSantis, 2012;Doppelt et al., 2009;Walker et al., 2011). This mixed-methods and design-based study identifies changes in technology self-efficacy and technological, pedagogical, and content knowledge among forty-one teachers following their participation in sustained, collaborative, and scaffolded professional development for one rapidlyembraced technology, the interactive whiteboard. The possession of technology self-efficacy assists teachers in adopting new technologies (Brinkerhoff, 2006;Holden & Rada, 2011;Tschannen-Moran & McMaster, 2009;L. Wang, Ertmer, & Newby, 2004). Technological, pedagogical, and content knowledge are indicators of teachers' abilities to utilize educational technologies during instruction (Mishra & Koehler, 2006).The results of this study indicate that teachers who participate in well-designed professional development are likely build technology self-efficacy and technological, pedagogical, and content knowledge. Qualitative analysis of semi-structured participant interviews conducted with a random sample of participants in the study revealed that the professional development program under study was integral in this development. Participants were particularly affected by the opportunities to collaborate embedded within the professional development offering under study during this project. The results from thisMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to r...

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“…Previous studies paradoxically implied that preservice teachers have a high sense of teaching self-efficacy (Al-Awidi & Alghazo, 2012;Külekçi, 2011). However, pre-service teachers' self-efficacy level tends to decrease after entering the profession (Pendergast, Garvis, & Keogh, 2011).…”

mentioning

confidence: 99%

The Role of Occupational Concerns on the Reality Shock Expectation

Özdemir

Büyükgöze²

2016

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Reality shock is experienced mostly by novice teachers in transitioning to profession when they are confronted with a gap between what they learned during their education and the reality awaiting them within the early years of their career. Similarly, senior students in teaching programs may have occupational concerns proceeding from not having encountered the profession itself yet. Here, we elaborate on the relationship between reality shock expectation and occupationa l concerns of pre-service teachers. A total of 46 4 Turk ish pre-service tea chers participated. We discovered experiencing reality shock expectation prior to professional life to be significantly predicted by appointment, students/communication, and social/economic concerns. Moreover, there wa s a significant interaction between study major and reality shock expectation of the participants. Overall, we discuss the probable factors triggering reality shock expectation and occupational concerns, and the implications for future research in accordance with similar literature.

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The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

Cited by 80 publications

References 20 publications

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences

Exploring the Effects of Professional Development for the Interactive Whiteboard on Teachers’ Technology Self-Efficacy

The Role of Occupational Concerns on the Reality Shock Expectation

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