"The lack of capability to create conditions favourable to an authoritative attitude may also hinder this way of acting . Differently to authoritarian behaviour , authority relates to a consistent competency to teach the content , which is associated with a proficient use of content knowledge and pedagogical content knowledge ( Shulman 1986 ) . Difficulties related to applying these knowledge dimensions were mentioned by PTs as an important influence on their self - efficacy . "
[Show abstract][Hide abstract] ABSTRACT: This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development.
European Journal of Teacher Education 10/2015; 38(2):263-279. DOI:10.1080/02619768.2014.968705 · 0.57 Impact Factor
"The study of the mental lives of teachers emerged as a new approach to research on teaching in the mid-1950s (Shulman, 1986). At the heart of this paradigm was a shift from teacher behaviors to teachers' planning, interactive thoughts, decision-making, and also their theories and beliefs (Clark & Peterson, 1986). "
[Show abstract][Hide abstract] ABSTRACT: This study examined the influence of early childhood teachers’ beliefs about teaching and self-efficacy beliefs on their self-reported fidelity to a mandated constructivist curriculum. The data were collected from a sample of 308 early childhood teachers from public schools in Turkey. The results of hierarchical regression analyses revealed that early childhood teachers reported a considerably higher level of fidelity to the constructivist curriculum when their beliefs aligned more with the constructivist approach to teaching and had a higher sense of self-efficacy for student engagement and instructional strategies. This impact of teacher beliefs on self-reported fidelity to curriculum implementation was valid regardless of teachers’ years of experience, teachers’ degree of education, class size, age of the students, length and type of the program, and the existence/nonexistence of a teacher aide in the classroom. Additionally, early childhood teachers’ efficacy for instructional strategies moderated the relationship that was found between constructivist beliefs about teaching and self-reported fidelity to learning process. Overall, these findings imply that early childhood teachers’ beliefs about teaching and their sense of efficacy in teaching warrant consideration to ensure fidelity to policy documents in educational practice.
Early Childhood Research Quarterly 07/2015; 33. DOI:10.1016/j.ecresq.2015.07.001 · 1.67 Impact Factor
"Un claro ejemplo de este paradigma es la investigación del proceso-producto que apoya fuertemente la enseñanza " directa " , la presentación y la recitación de los conocimientos y comportamientos deseados. En esta investigación, la eficacia de la enseñanza es " atribuible a la combinación de actuaciones docentes discretas y observables en sí que operan relativamente independientes del tiempo y del espacio " (Shulman, 1986, p. 10). De acuerdo con Dunkin y Barnes (1986), la investigación del proceso-producto de los 60 y principios de los 70 es la razón subyacente para la enseñanza en la educación superior en la actualidad, pero a diferencia de la mayor parte de esta investigación (realizada en otros niveles ), en la educación superior " la parte proceso ha supuesto sobre la base de definiciones prescriptivas, o "
[Show abstract][Hide abstract] ABSTRACT: Este estudio es parte de una investigación que examinó
la validez de contenido, substantiva y de consecuencias de
la evaluación de la docencia en una universidad norteamericana.
El propósito es comprender mejor las complejidades
de la evaluación de la docencia en su contexto partiendo de
múltiples métodos de investigación y perspectivas. En particular,
esta investigación se centró en el significado del
constructo buena docencia y los procesos que siguen los
estudiantes de licenciatura de una facultad de humanidades
y ciencias sociales al evaluar a sus profesores.
1a. Edición edited by Unas-Letras-UADY, 06/2015; Unas Letras-UADY., ISBN: 978-607-9054-50-2
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