Global ETD Search

11	Relating 2004-2005 and 2005-2006 beginning, public, elementary, teachers’ perceptions of support, efficacy beliefs, and performance on Praxis III Moore, Raeal 16 July 2007 (has links) No description available. Education, Tests and Measurements Teacher Education Praxis III Ohio First-year teachers teachers' sense of efficacy Professional development Induction experiences Mentoring
12	Investigation Of Pre-service Elementary Mathematics Teachers Piskin, Mutlu 01 May 2010 (has links) (PDF) The main purpose of the study was to investigate pre-service elementary mathematics teachers&rsquo / personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo / efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo / efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo / self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo / learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction. Sense of Efficacy.
13	The Impact of Literacy Coaching within the Literacy Collaborative Framework on Teachers' Overall Sense of Efficacy in Literacy Instruction Lee, Brittany Marie 01 September 2020 (has links) No description available. Early Childhood Education Elementary Education Literacy Adult Education Educational Leadership literacy coaching literacy collaborative self efficacy literacy literacy coach professional development
14	Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers Lee, Jeong-Ah 18 February 2009 (has links) No description available. Education Teachers' sense of efficacy Elementary EFL education Attitudes toward the English Language English language proficiency English teaching confidence
15	Pratiques enseignantes et expérience professionnelle antérieure / Teaching practices and prior work experience Martinez, Chantal 12 May 2018 (has links) Cette recherche en sciences de l’éducation s’intéresse aux pratiques enseignantes. L’hypothèse générale est que les futurs enseignants ont des pratiques différentes selon qu’ils disposent ou pas d’une expérience professionnelle antérieure significative. Les pratiques enseignantes sont entendues au sens de Bandura comme l’articulation entre des dimensions relevant de la personne, du comportement et du contexte. La démarche s’avère donc comparative entre ces deux populations, mais également heuristique quant aux pratiques dans toutes leurs dimensions. Concernant notre recueil de données, nous avons, après une phase exploratoire, proposé un questionnaire complété par de futurs enseignants (N=324) en formation à l’ESPE de La Réunion en 2013 et se destinant à l’enseignement, dans le premier ou le second degré. Nous avons également procédé à des observations de séances (N=12) en collège. La mise à l’épreuve de l’empirie permet de valider l’hypothèse générale, comparative, de différences significatives sur certains éléments de pratiques, notamment des dimensions sociocognitives. Du point de vue heuristique, nous avons repéré une spécificité du contexte réunionnais par rapport au contexte métropolitain concernant le comportement. / This research in Sciences of Education focuses on teaching practices. The general hypothesis is that the future teachers hold different practices as they have or not a previous significant amount of work experience. The teaching practices shall be understood in accordance with Bandura’s meaning as the structuring between dimensions pertaining to the person, the behaviour and the background. Therefore, the approach turns out to be comparative between these two populations, but also heuristic as for the practices in all their dimensions. Concerning our data collection, after an exploratory phase, we proposed a questionnaire filled in by future teachers (N=324) who trained in the vocational school ESPE de La Réunion in 2013 and sought to prepare for a career in primary and secondary education. Our study included observations of sessions (N=12) in secondary school. The testing of empiricism offers to validate the general and comparative hypothesis of significant differences on some elements of practices, in particular concerning the socio-cognitive dimensions. From a heuristic perspective, we identified a specificity of the Reunionese environment compared with the mainland France background as far as the behaviour is concerned. Pratiques enseignantes Sentiment d'efficacité professionnelle Sentiment d'efficacité personnelle Représentations sociales Gestes professionnels Teaching practices Irst vs second professionalization Teachers' sense of efficacy Personal sens of efficacy Social representations Professional gesture
16	Assessing the mindfulness attributes of teaching assistants assigned as discussion facilitators Decker, Mark Lowry 26 September 2013 (has links) This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component. / text Mindfulness Self-compassion Teacher's sense of efficacy Mindfulness process Teacher concerns Mindfulness facets Meta-cognition Self-reflection Teaching assistant Professional development Assessment of teaching Teacher evaluation Interpretative analysis Cognition Self-regulation Qualitative analysis Mindfulness in teaching
17	Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers Kim, Yoon Jung 22 December 2016 (has links) No description available. Adult Education Education Educational Psychology English As A Second Language Language Social Research Teaching teacher sense of efficacy English-mediated course mixed-methods approach language proficiency cultural competence English Korean second language education EFL context bilingual native speaker nonnative speaker empathy
18	An Exploratory Study of Academic Optimism and Flow of Elementary School Teachers Beard, Karen Stansberry 10 September 2008 (has links) No description available. Education Educational Psychology Educational Theory Elementary Education Organization Theory Organizational Behavior Psychology School Administration Secondary Education Teacher Education Teaching flow of teachers individual academic optimism enabling school structure general life optimism positive psychology in education deficit thinking trust in schools teacher's sense of efficacy teacher's sense of academic press
19	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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