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Peer reviewed Peer reviewed
ERIC Number: EJ423821
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4781
Cognitive Modeling and Self-Efficacy: Effects on Preservice Teachers' Learning of Teaching Strategies.
Gorrell, Jeffrey; Capron, Earl
Journal of Teacher Education, v41 n5 p15-22 Nov-Dec 1990
Examines how cognitive modeling and self-efficacy affected preservice teachers' learning of teaching strategies. Two groups of students viewed videotaped training sessions with direct instruction or cognitive modeling. They then viewed either self-efficacy or task-oriented commentaries. Results indicated significant effects favoring cognitive modeling and self-efficacy groups in applying the strategies. (SM)
Descriptors: Cognitive Processes, Cognitive Structures, Elementary Secondary Education, Higher Education, Learning Strategies, Learning Theories, Modeling (Psychology), Physical Education, Preservice Teacher Education, Role Models, Self Efficacy, Skill Development, Special Education, Student Teachers, Teaching Methods, Videotape Recordings
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Modeling