A Comparison of First and Fifth Year Agriculture Teachers on Personal Teaching Efficacy, General Teaching Efficacy and Content Efficacy

2010 ◽  
Vol 51 (1) ◽  
pp. 23-31
Author(s):  
Scott Burris ◽  
Katy McLaughlin ◽  
Abigail McCulloch ◽  
Todd Brashears ◽  
Steve Fraze
Keyword(s):  
Teaching Efficacy ◽  
Agriculture Teachers ◽  
Personal Teaching Efficacy

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

Self-Efficacy in a Sample of Education Majors and Teachers

2002 ◽  
Vol 91 (3) ◽  
pp. 935-939 ◽  
Author(s):  
Marian J. Parker ◽  
A. J. Guarino ◽  
Roy Wade Smith
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Teaching Efficacy ◽  
Education Majors ◽  
Education Students ◽  
Personal Teaching Efficacy ◽  
Teaching Implications

The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

scholarly journals Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Haiqin Yu ◽  
Ping Liu ◽  
Xiaoqing Huang ◽  
Yuxi Cao
Keyword(s):  
Informal Learning ◽  
Online Teaching ◽  
Rapid Development ◽  
Teaching Efficacy ◽  
Individual Development ◽  
Novelty Seeking ◽  
College Teachers ◽  
Innovative Teaching ◽  
Personal Teaching Efficacy ◽  
The Impact

The home quarantine in the COVID-19 pandemic has created challenges for teaching across the world and called for innovative teaching, as well as teachers' learning. Given the rapid development of teachers' online learning and teaching, identifying effective ways to facilitate innovative teaching under such challenging conditions is a critical issue. Although researchers have realized that workplace informal learning (IL) increasingly reveals its potential value to individual development, the relationship between IL and innovation has been under-explored. The purpose of this study was to evaluate the impact of IL on innovative teaching, through the mediating roles of three types of teaching-related efficacy, with a particular focus on college teachers and online context. A sample of 479 Chinese college teachers was randomly selected to participate in the survey. The results showed that teachers' online IL in pandemic improved their personal teaching efficacy and ICT efficacy (information and communication technology efficacy), and then facilitated their innovative teaching without differences of gender and teaching-age effect. Whereas, general teaching efficacy was not a mediator between online IL and innovative teaching. Hence, we proposed a can-do motivating model of teacher efficacy in fostering innovative teaching through informal learning. It implies three properties of teachers' online IL: social interaction, autonomous learning and novelty-seeking. It also revealed that innovative teaching can be driven in COVID-19 pandemic, mainly by learning domain-specific knowledge and skills, thus enhancing personal teaching efficacy and ICT efficacy in online teaching context.

Developing Personal Teaching Efficacy in New Teachers in University Settings

2005 ◽  
Vol 4 (2) ◽  
pp. 160-173 ◽  
Author(s):  
James P. Burton ◽  
Nola-Jean Bamberry ◽  
Jason Harris-Boundy
Keyword(s):  
New Teachers ◽  
Teaching Efficacy ◽  
Personal Teaching Efficacy ◽  
University Settings
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