ERIC Number: EJ1053341
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1947-9727
EISSN: N/A
Examining the Relationship between E-Coaching and the Self-Efficacy of Novice Teachers Seeking Certification through Alternative Routes
Anthony, Anika B.; Gimbert, Belinda G.; Fultz, David M.; Parker, Rebecca A.
Journal of the National Association for Alternative Certification, v6 n1 p46-64 Spr 2011
A study was conducted to examine the relationship between first-year teachers' self-efficacy and their participation in e-Coaching designed to positively influence development of mathematics content knowledge, development of pedagogical content knowledge, and teacher retention. Teachers who most frequently participated in e-Coaching, on average, reported lower levels of self-efficacy at the start of the school year and a greater annual gain in self-efficacy than teachers who participated in e-Coaching less frequently. Study findings suggest that with careful planning and collaboration, e-Coaching can be used as a virtual and distributed context for supporting beginning teachers' self-efficacy development.
Descriptors: Correlation, Self Efficacy, Mathematics Instruction, Pedagogical Content Knowledge, Beginning Teachers, Coaching (Performance), Alternative Teacher Certification, Mentors, Program Descriptions, Teacher Persistence, Measures (Individuals), Blended Learning, Teacher Education, Electronic Learning, Surveys
National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED), Office of Innovation and Improvement
Authoring Institution: N/A
Identifiers - Location: Kansas; Nevada; Ohio; Texas
Grant or Contract Numbers: N/A