ERIC Number: EJ1132201
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 40
Content Area Teacher Candidates' Self-Efficacy Beliefs of Teaching Writing Online
Saine, Paula; West, Jessica A.
Journal of Digital Learning in Teacher Education, v33 n2 p69-77 2017
This article focuses on a research study of social studies candidates' self-efficacy beliefs in teaching writing. They coached high school writers online during their content-area literacy course in an effort to assist the high school students in revising their multigenre papers. Over a period of 6 weeks the candidates and the high school students engaged in writing online practices using the learning management system Edmodo. Data were collected using preexperience and postexperience surveys and observational notes. The purpose of this study was to explore how virtual interactions between content area teacher candidates and high school writers contributed to candidates' self-efficacy beliefs of teaching writing. Findings indicated that candidates' self-efficacy beliefs were influenced by nine specific experiences.
Descriptors: Content Area Writing, Writing Instruction, Student Attitudes, Self Efficacy, Social Studies, High School Students, Management Systems, Online Courses, Observation, Surveys, Revision (Written Composition), Teacher Collaboration, College Faculty, Masters Programs, Graduate Students, Mastery Learning, Feedback (Response), Verbal Communication, Persuasive Discourse, Physiology, Affective Behavior, Program Descriptions, Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A