The intervention of online teaching practicum to teachers’ sense of self-efficacy
Keywords:
COVID-19, field based, online, self-efficacy, teaching practicum.
Abstract
The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.
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References
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Carl, A. and Strydom, S. (2017). E-Portfolio as Reflection Tool during Teaching Practice: The Interplay between Contextual and Dispositional Variables. South African Journal of Education, 37(1), 1–10.
Celik, S. (2019). Intelligence differences and mediation factors: a sequential explanatory study of improvement of EFL undergraduate students’ reading comprehension. International Journal of Language Education, 3 (2), 128-145
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Heppner, M.J., & O’Brien, K.M. (1994). Multicultural Counselor Training: Students’ Perceptions of Helpful and Hindering Events. Counselor Education and Supervision, 34(1), 4–18
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Skaalvik, E.M. and Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–25.
Tashakkori, A., Teddlie, C., and Teddlie, C.B. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Vol. 46). Sage.
Tavil, Z.M. (2014). The Effect of Self Reflections through Electronic Journals (e-Journals) on the Self Efficacy of Pre-Service Teachers. South African Journal of Education, 34(1), 1–20.
Tjeerdsma, B.L. (2016). Cooperating Teacher Perceptions of and Experiences in the Student Teaching Practicum. Journal of Teaching in Physical Education, 17(2), 214–30.
Tschannen-Moran, M. and Hoy, A.W. (2001). Teachers’ Sense of Efficacy Scale Instrument. Teaching and Teacher Education, 17(1), 783–805.
Tschannen-Moran, M., Hoy, A.W., and Hoy, W.K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–48.
Tuchman, E. and Isaacs, J. (2011). The Influence of Formal and Informal Formative Pre-Service Experiences on Teacher Self-Efficacy. Educational Psychology, 31(4), 413–33.
Ulvik, M. and Smith, K. (2011). What Characterises a Good Practicum in Teacher Education? Education Inquiry, 2(3), 517–36.
Van Dinther, M., Dochy, F., and Segers, M. (2011). Factors Affecting Students’ Self-Efficacy in Higher Education. Educational Research Review, 6(2), 95–108.
Wang, J. (2001). Contexts of Mentoring and Opportunities for Learning to Teach: A Comparative Study of Mentoring Practice. Teaching and Teacher Education, 17(1), 51–73.
Zee, M. and Koomen. H.M.Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981–1015.
Zhu, G., Mena, J, and Johnson, C. (2020). Chinese Student Teachers’ Teaching Practicum Experiences: Insights from Transformative Learning, Third Space, and Dialogical-Self Theory. International Journal of Educational Research, Vol 103, 101638.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (1989). Human Agency in Social Cognitive Theory.American Psychologist, 44(9), 1175–1184.
Beard, K., Hoy, W.K and Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144.
Becker, E.S., Waldis, M. and Staub, F.C. (2019). Advancing Student Teachers’ Learning in the Teaching Practicum through Content-Focused Coaching: A Field Experiment. Teaching and Teacher Education 83, 12–26.
Berg, D.A.G. and Smith, L.F. (2018). The Effect of School-Based Experience on Preservice Teachers’ Self-Efficacy Beliefs. Issues in Educational Research, 28(3), 530–44.
Brookhart, S.M., and Freeman, D.J. (1992). Characteristics of entering teacher candidates. Review of educational research, 62(1), 37-60.
Carl, A. and Strydom, S. (2017). E-Portfolio as Reflection Tool during Teaching Practice: The Interplay between Contextual and Dispositional Variables. South African Journal of Education, 37(1), 1–10.
Celik, S. (2019). Intelligence differences and mediation factors: a sequential explanatory study of improvement of EFL undergraduate students’ reading comprehension. International Journal of Language Education, 3 (2), 128-145
Creswell, J.W., and Clark, V.L.P. (2017). Designing and conducting mixed methods research. Sage publications.
Curtis, G. (2017). The impact of teacher efficacy and beliefs on writing instruction. Delta Kappa Gamma Bulletin, 84(1), 17.
Dorner, H. and Swapna, K. (2016). Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education. TechTrends, 60(1), 48–55.
Gurvitch, R., and Metzler, M.W. (2009). The Effects of Laboratory-Based and Field-Based Practicum Experience on Pre-Service Teachers’ Self-Efficacy. Teaching and Teacher Education 25(3), 437–43.
Hascher, T. and Hagenauer, G. (2016). Openness to Theory and Its Importance for Pre-Service Teachers’ Self-Efficacy, Emotions, and Classroom Behaviour in the Teaching Practicum. International Journal of Educational Research, 77, 15–25.
Heppner, M.J., & O’Brien, K.M. (1994). Multicultural Counselor Training: Students’ Perceptions of Helpful and Hindering Events. Counselor Education and Supervision, 34(1), 4–18
Hoy, A.W., and Spero, R.B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
Kagan, D.M. (1992). Implications of Research on Teacher Belief. Educational Psychologist, Vol 27(1), 65-90.
Klassen, R.M. and Durksen, T.L. (2014). Weekly Self-Efficacy and Work Stress during the Teaching Practicum: A Mixed Methods Study. Learning and Instruction, 33, 158–69.
Lawson, T., Çakmak, M., Gündüz, M., and Busher, H. (2015). Research on Teaching Practicum – a Systematic Review. European Journal of Teacher Education, 38(3), 392–407.
McDonnough, J.T. and Matkins, J.J. (2010). The Role of Field Experience in Elementary Preservice Teachers’ Self-Efficacy and Ability to Connect Research to Practice. School Science and Mathematics, 110(1), 13–23.
McKim, A. and Velez, J. (2017). Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences. Journal of Agricultural Education, 58(1), 172–85.
Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.
Milner, H.R. and Hoy, A.W. (2003). A Case Study of an African American Teacher’s Self-Efficacy, Stereotype Threat, and Persistence. Teaching and Teacher Education, 19(2), 263–76.
Mitchell, M.M. and Delgado, C. (2014). Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience. Open Journal of Nursing, 04(06), 379–84.
Palmer, D.H. (2006). Sources of Self-Efficacy in a Science Methods Course for Primary Teacher Education Students. Research in Science Education, 36, pp 337–353
Paris, L., Boston, J., and Morris, J. (2015). Facebook. Ï¿½ and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program. Australian Journal of Teacher Education, 40(9), 157–75.
Schunk, Dale H. (1987). Peer Models and Children’s Behavioral Change. Review of Educational Research, Vol 57(2).
Skaalvik, E.M. and Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–25.
Tashakkori, A., Teddlie, C., and Teddlie, C.B. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Vol. 46). Sage.
Tavil, Z.M. (2014). The Effect of Self Reflections through Electronic Journals (e-Journals) on the Self Efficacy of Pre-Service Teachers. South African Journal of Education, 34(1), 1–20.
Tjeerdsma, B.L. (2016). Cooperating Teacher Perceptions of and Experiences in the Student Teaching Practicum. Journal of Teaching in Physical Education, 17(2), 214–30.
Tschannen-Moran, M. and Hoy, A.W. (2001). Teachers’ Sense of Efficacy Scale Instrument. Teaching and Teacher Education, 17(1), 783–805.
Tschannen-Moran, M., Hoy, A.W., and Hoy, W.K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–48.
Tuchman, E. and Isaacs, J. (2011). The Influence of Formal and Informal Formative Pre-Service Experiences on Teacher Self-Efficacy. Educational Psychology, 31(4), 413–33.
Ulvik, M. and Smith, K. (2011). What Characterises a Good Practicum in Teacher Education? Education Inquiry, 2(3), 517–36.
Van Dinther, M., Dochy, F., and Segers, M. (2011). Factors Affecting Students’ Self-Efficacy in Higher Education. Educational Research Review, 6(2), 95–108.
Wang, J. (2001). Contexts of Mentoring and Opportunities for Learning to Teach: A Comparative Study of Mentoring Practice. Teaching and Teacher Education, 17(1), 51–73.
Zee, M. and Koomen. H.M.Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981–1015.
Zhu, G., Mena, J, and Johnson, C. (2020). Chinese Student Teachers’ Teaching Practicum Experiences: Insights from Transformative Learning, Third Space, and Dialogical-Self Theory. International Journal of Educational Research, Vol 103, 101638.
Published
2021-03-08
How to Cite
Celik, S. (2021). The intervention of online teaching practicum to teachers’ sense of self-efficacy. Amazonia Investiga, 10(37), 190-201. https://doi.org/10.34069/AI/2021.37.01.19
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