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ERIC Number: ED568045
Record Type: Non-Journal
Publication Date: 2015
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-2603-4
ISSN: N/A
Self-Efficacy of Preservice Early Childhood Teachers Participating in an Online Environment vs. Traditional College Setting
Risacher, Mary
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
Online instruction has become a common form of learning that provides students with the opportunity to access courses from anywhere. Preservice early childhood teachers can choose to obtain their degrees online or from the traditional college setting. Preservice teachers develop self-efficacy from the onset of coursework. This self-efficacy becomes part of their future practice as classroom teachers. Their level of self-efficacy influences their work as students and becomes part of their own classroom climate affecting the level of self-efficacy of young students. A pivotal consideration for universities who provide instruction is to ensure that preservice teachers graduate from their programs with a high level of self-efficacy. Using a mixed methods approach, this study used a quantitative survey with a follow-up interview. Data were compiled from the survey and common themes emerged from the interviews. Findings from the statistical analysis revealed no significant differences in self-efficacy or performance measures between the online distance and the traditional college setting groups. Common themes students identified as factors that fostered their self-efficacy during pre-student teaching experiences and student teaching included professors, peers, coursework with field placements, the Placement Office, mentor teachers, university supervisors, and Student Teaching Orientation. Of those, respondents shared they found professors, peers, and field placements to be the most beneficial. Respondents also offered additional recommendations for support systems that would facilitate self-efficacy. Those recommendations suggested possible changes to instruction, providing additional technology training, developing a pairing system to match teaching styles between mentor teachers and preservice teachers, more training on EdTPA, and adding another semester to student teaching. Respondents suggested additional recommendations for support systems that they had also identified as factors that helped them in their program, including continued access to professors, field placements with lab hours, and opportunities for collaboration with peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A