Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System

Pressley, Tim; Roehrig, Alysia D.; Turner, Jeannine E.

doi:10.1080/08878730.2017.1391362

Cited by 11 publications

(10 citation statements)

References 15 publications

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“…They opted for alternative solutions and managed constraints independently. Educators in this study, as suggested by Pressley et al (2018), seem to have higher self-efficacy and are open to new teaching approaches, and are more determined to face challenges as they adapt to the online environment. With higher self-efficacy, educators have more favourable outcomes in their teaching practices because they are comfortable to scaffold and build relationships with students (Hajovsky et al, 2020).…”

Section: Discussionmentioning

confidence: 85%

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

et al. 2022

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This phenomenological study investigated educators’ lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online.

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Section: Discussionmentioning

confidence: 85%

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

et al. 2022

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“…Teacher self-efficacy is important for schools to support as previous studies have found teacher self-efficacy negatively associated with teacher burnout and positively associated with commitment to teaching (Pas, Bradshaw, & Hershfeldt, 2012;Skaalvik & Skaalvik, 2007;Zee & Koomen, 2016). Furthermore, teachers with higher self-efficacy are more open to new teaching methods and more persistent when facing challenges (Pressley, Roehrig, & Turner, 2018;Tschannen-Moran et al, 1998). Additionally, previous research has found teacher self-efficacy impacts student outcomes (Klassen et al, 2011) and instructional quality (Kunsting et al, 2016).…”

Section: Teacher Self-efficacymentioning

confidence: 99%

Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19

Pressley

2021

Teaching and Teacher Education

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“…One of the key concepts associated with openness to new teaching methods when facing challenges (Pressley et al, 2018) is self-efficacy, defined as "people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives" (Bandura, 1994, p. 71). According to previous studies (Moreira-Fontán et al, 2019;Yesilyurt et al, 2016), teachers must have high levels of academic and digital self-efficacy in order to apply technology-supported education.…”

Section: The Personal Aspect: Teachers' Distance Learning Efficacymentioning

confidence: 99%

Professional and psychological precursors of instructional approaches used in distance learning during COVID-19

Alt

2022

Curr Psychol

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The current study addresses two antecedents that may serve to explain teachers' online instructional practices during the COVID-19 pandemic: first, the professional aspect that deals with suitable training of teachers and school support for distance learning, and second, informed by the professional aspect, the personal (psychological) aspect that discusses the self-efficacy and attitudes of teachers toward distance learning. A mixed-methods design was employed by collecting data from 327 Israeli schoolteachers. A phenomenological paradigm was used to enrich the information from the point of view of teachers who experienced the transition to distance learning. The empirical model included three aspects connected to distance learning: the professional, personal (psychological), and pedagogical-practical. The professional level included training and school support for distance learning. The personal level referred to teachers' perception of their efficacy to use technology for distance learning and their attitudes toward incorporating technology in teaching. The practical aspect comprised actual teaching methods that teachers used during distance learning. The results of the quantitative data analysis revealed that teachers' perceived efficacy to deploy competency-based learning strategies exceeded their actual use of such activities during the crisis. In practice, they maintained classroom discipline rather than enhancing collaborative practices, according to their report. The current study indicates that teachers' perceived ability to deploy distance learning activities might play a central role in explaining actual online instructional activities used during the crisis. This psychological aspect can be nurtured by appropriate professional training and technical and emotional support. Based on both quantitative and qualitative analyses, appropriate preparations are suggested to provide teachers with technical, pedagogical, and emotional support during times of crisis.

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Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System

Cited by 11 publications

References 15 publications

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19

Professional and psychological precursors of instructional approaches used in distance learning during COVID-19

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