Global ETD Search

1	First-year early childhood teachers’ sense of efficacy across multiple contexts Sahin, Figen 14 September 2007 (has links) No description available. Teachers' Sense of Efficacy First-Year Teaching Induction Early Childhood Education Mentoring Qualitative Research
2	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
3	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
4	An Examination of the Relationship between Teachers’ Sense of Efficacy and School Culture McLeod, Ryan Patrick 24 September 2012 (has links) No description available. Education Educational Leadership Educational Psychology Educational Sociology Education Philosophy Education Policy Middle School Education school culture teacher efficacy teacher sense of efficacy culture efficacy teachers' sense of efficacy
5	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
6	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

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