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Teacher Self-Efficacy: A Qualitative Study of the Effects of Practice on Graduate Student Instructor Beliefs
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, , Purdue University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher education programs seek to strengthen pre-service educator pedagogical knowledge but also serve to grow future educator self-efficacy beliefs. Self-efficacy beliefs are influential on behavior, motivation, and resiliency. They have been related to career determination. Therefore, teacher self-efficacy is essential in preparing future faculty. A unique course model for technology inclusion in an undergraduate university classroom is discussed. The flipped classroom also includes instructor supports and is taught by a team of graduate student instructors with full responsibility for the classroom. A case study methodology is used to examine the course as well as experiences of current and former graduate student instructors. The results are framed in the lens of self-efficacy theory. Factors that promote or inhibit future teacher self-efficacy are described so that the underlying principles can be transferrable to other teacher preparation environments.

Citation

Jackson, A. & Mentzer, N. (2015). Teacher Self-Efficacy: A Qualitative Study of the Effects of Practice on Graduate Student Instructor Beliefs. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 944-949). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 8, 2020 from .

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