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ERIC Number: EJ1060630
Record Type: Journal
Publication Date: 2014-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: EISSN-1949-6427
Building Confident Teachers: Preservice Physical Education Teachers' Efficacy Beliefs
Hand, Karen E.
Journal of Case Studies in Education, v6 Sep 2014
Understanding teachers' perceptions of their abilities across a variety of teaching strategies can provide insight for understanding teaching effectiveness and program review. Teaching efficacy reflects the degrees of confidence individuals have in their ability to successfully perform specific teaching proficiencies (Bandura, 1986). Additional insight can also be gleaned by examining the factors that influence a person's rating of his/her efficacy beliefs across a variety of pedagogical skills and core competencies. Objectives: This investigation examined the strength (1-5 likert-scale) and source of teaching efficacy across six national standards for physical education. Methods: Self-efficacy measures served to examine efficacy beliefs across the following NASPE (2008) competency areas of (Scientific knowledge, skill and fitness based competence, planning and implementation, instructional delivery and management, impact on student learning, and professionalism). Additionally, sources of influence on the teachers' efficacy ratings were also examined. Participants: Participants consisted of 120 pre-service physical educators who were enrolled in an accredited physical education teacher preparation program at a suburban research-intensive university. Participants were participating in either a clinical experience or student teaching. Results: Student teachers reported the highest level of overall teaching efficacy with their highest ratings being for professional dispositions and content knowledge. The student teachers lowest scores were ability to enhance student engagement and utilize assessment to foster student learning. Clinical students had a lower overall teaching efficacy rating with the lowest rating being for planning and implementation followed by assessment. Recommendations for potential program improvement and meeting accreditation standards can be drawn from the results.
Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A