The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.     

The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms

With current inclusion trends, teacher educators are challenged to redesign their programmes to prepare preservice teachers to educate a wide range of students in whole-class settings. This quantitative study examined the impact of an inclusion course and a field experience on preservice teachers' self-efficacy for teaching in inclusive classrooms. Based on data collected from 141 participants, the results indicated that both the inclusion course and the field experience produced significant gains in self-efficacy. Participants with prior experience with people with exceptional needs had significantly higher levels of self-efficacy than those without prior experience; however, both groups experienced significant gains after the course and the field experience. Also, the results showed that, during the field experience, as preservice teachers spent more time with direct, individual instruction with students with exceptional needs, and less time with observation and whole-class instruction, their self-efficacy was more likely to increase. Findings were discussed, and implications for practice and future research were suggested.     

The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions

This study investigated how field experiences impacted the technology integration beliefs and intentions of prospective preservice teachers. Using structural equation modeling (SEM), a three-way interaction between the type, frequency, and quality of field technology observations predicted changes in beliefs and intentions. Beliefs about the utility of technology directly predicted intentions to use technology and intentions to use Meaningful Learning approaches to technology integration. Additionally, beliefs about technology’s importance in education indirectly predicted both variables. Positive impacts of field experiences on beliefs and intentions only existed when prospective preservice teachers saw technology used frequently by skilled teachers using Meaningful Learning approaches.     

The impact of student teaching experience on pre-service teachers’ readiness for technology integration: A mixed methods study with growth curve modeling

Adopting a two-phase explanatory sequential mixed methods research design, the current study examined the impact of student teaching experiences on pre-service teachers’ readiness for technology integration. In phase-1 of quantitative investigation, 2-level growth curve models were fitted using online repeated measures survey data collected from 68 pre-service teachers doing their student teaching. The results revealed significant progress in readiness for technology integration during student teaching and significant variability in individual change trajectories of readiness for technology integration. Two dummy variables, prior-teaching (0 = “having no prior teaching experience”; 1 = “having prior teaching experience”) and grade-level (0 = “elementary level”; 1 = “secondary level”), were identified as significant in predicting the shape of individual change trajectories of readiness for technology integration. In phase-2 of qualitative investigation, follow-up interview data were collected from 11 pre-service teachers among those who participated in the online surveys. The interview data was analyzed both deductively and inductively yielding clues and insights for interpreting and understanding the quantitative results from phase-1. Based on its quantitative and qualitative results, this study made recommendations for future technology integration research and for improving pre-service teachers’ technology use experience during student teaching.     

Early childhood and elementary preservice teachers’ beliefs

Abstract

In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved.     

Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork

This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors. Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers, and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions for future research.

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers’ instruction. This research investigates the perspectives of preservice teachers and their naïve understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants’ perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers’ beliefs, though naïve, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers’ predilections are examined, this data can help guide the future implementation of video cases in their university courses.     

Turkish elementary student teachers’ epistemological beliefs and moral reasoning

The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs.     

Perspectives on preservice teachers’ attitudes toward technology

Abstract

Technology, specifically the use of computers, is becoming more prevalent in K—12 classrooms. Constructivist and social learning theory were used to understand the way preservice teachers view technology and the extent of its influence on their current and future lives. This study employed both quantitative and qualitative data analysis techniques to investigate the attitudes of a group of undergraduate education majors toward their use of technology. Survey and follow‐up interview data were used to explore changes in attitudes of competence, comfort, and knowledge regarding the instructional use of technology. Data revealed that preservice teachers’ comfort with the technology and attitude of competence did improve over time but that perceptions of knowledge about computers remained the same. Suggestions for further study are provided.     

Examining the influence of van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes

Teaching geometry at the elementary level is challenging. This study examines the impact of van Hiele theory-based instructional activities embedded into an elementary mathematics methods course on preservice teachers’ geometry knowledge for teaching. Pre- and post-assessment data from 111 elementary preservice teachers revealed that van Hiele theory-based instruction can be effective in improving three strands of participants’ geometry knowledge for teaching: geometry content knowledge, knowledge of students’ van Hiele levels, and knowledge of geometry instructional activities. As a result, this paper offers implications for teacher educators and policy makers to better prepare elementary preservice teachers with geometry knowledge for teaching.     

The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics

Many learners hold traditional beliefs about mathematics that can hamper their learning in the discipline. To address this issue, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. Data sources were pretest and posttest scores of a 12-theme questionnaire designed for this study called “Prospective teachers’ beliefs questionnaire about mathematics learning” and written reflections of prospective teachers. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs. Fortunately, the intervention program has helped the prospective teachers revise and correct their beliefs, thoughts, and understandings. Study of the prospective teachers’ written reflections and observations of their oral presentations during whole-class discussions strengthen the results of the quantitative study.     

Microteaching and pre-service teachers’ sense of self-efficacy in teaching

This study examined the effect of microteaching on pre-service teachers’ sense of self-efficacy in teaching using a pre-test/post-test quasi-experimental design. The sample of the study consisted of 70 pre-service teachers on a special education teacher preparation programme. The pre-service teachers in the experimental group were exposed to microteaching training for one semester. The Teachers’ Sense of Efficacy Scale was administered to all pre-service teachers as a pre-test at the beginning and as a post-test at the end of the semester. The results revealed that the pre-service teachers in the experimental group showed statistically significant greater progress in terms of sense of self-efficacy in teaching than those in the control group. In addition, the results highlighted that microteaching had a positive impact on developing pre-service teachers’ sense of self-efficacy in teaching.     

Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes

Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed.     

The influence of teachers’ conceptions of teaching and learning on their technology acceptance

Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found.     

The use of transparency in the ‘Interactive examination’ for student teachers

If the aim of education is for all students to learn and improve, then the expectations must be transparent to the students. In this study, three aspects of transparency are investigated in relation to an examination methodology for student teachers: self‐assessment criteria, a scoring rubric, and exemplars. The examinations studied were carried out in 2004, 2005, and 2006 respectively, all with a cohort of first year student teachers (n = 170, 154, and 138). There was a large difference in scores between the 2004 and 2005 cohorts (d = 3.21), when changes in the examination were implemented. The comparison between 2005 and 2006, when no changes were made, does not show a corresponding difference (d = .27). These results suggest that, by making the assessment more transparent, students’ performances could be greatly improved.     

Exploring predictors of teachers’ self-efficacy for online teaching in the Arab world amid COVID-19

Education and Information Technologies - The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates...     

Sources of teachers’ self-efficacy for technology integration from formal,informal, and independent professional learning

Educational technology research and development - Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively...     

Factors affecting teachers’ continuation of technology use in teaching

This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.