Seeing self as others see you: variability in self‐efficacy ratings in student teaching

Çakır, Özler; Alıcı, Devrim

doi:10.1080/13540600903139555

Cited by 21 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is especially true concerning values such as willingness to work, and motivation. Previous research has found similar results (Çakır & Alıcı, 2009). Critical reflective action efforts may help reduce this gap (Adams, 2010;Alger, 2006).…”

Section: Discussionsupporting

confidence: 53%

“…Few studies have focused on others ratings of teachers' educational practices (Arnon & Reichel, 2007;Çakır & Alıcı, 2009). For example, when perceptions of pre-service teachers about their teaching competence are compared to the ratings of the teaching competence as rated by instructors, self-evaluations are usually higher (Çakır & Alıcı, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…For example, when perceptions of pre-service teachers about their teaching competence are compared to the ratings of the teaching competence as rated by instructors, self-evaluations are usually higher (Çakır & Alıcı, 2009). Other studies have analyzed the epistemological beliefs of pre-service teachers and have obtained differences in relation to their level of education and certification area (Hartin, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

Castaño

Castro

Tomşa

et al. 2015

Teachers and Teaching

View full text Add to dashboard Cite

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others' evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students' responsibility, ability to detect and meet students' needs, and final grade in practicum. Association between pre-service teachers' self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self-and others' evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.

show abstract

Section: Discussionsupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

Castaño

Castro

Tomşa

et al. 2015

Teachers and Teaching

View full text Add to dashboard Cite

show abstract

“…factors that foster self-efficacy of learners were studied. Çakır and Alıcı (2009), for example, found that past experiences and social persuasions fostered the development of selfefficacy. Similarly, Wangand Pape (2007) announced that past experiences, interest, and attitudes towards English language play significant roles in the development of self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

The interplay among academic self-concept, self-efficacy, self-regulation and academic achievement of higher education l2 learners

Kırmızı¹

2015

HIG

View full text Add to dashboard Cite

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL (English as a Foreign Language) learners enrolled in English Language and Literature department. Liu and Wang's (2005) academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1991), was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success.

show abstract

“…de fait, la majorité des échelles relatives au seP des enseignants comporte très peu d'énoncés (1 à 5) sur la gestion de classe (p. ex., Betoret, 2009 ;Çakir & alici, 2009 ;dussault, villeneuve, & deaudelin, 2001 ;Friedman, 2003 ;Friedman & Kass, 2002 ;Gibson & dembo, 1984 ;Meijer & Foster, 1988 ;Paneque & Barbetta, 2006 ;rich, lev, & Fischer, 1996 ;rimm-Kaufman & sawyer, 2004 ;schwarzer & Hallum, 2008 ;siwatu, 2007 ;skaalvik & skaalvik, 2007 ;Woolfson & Brady, 2009 ;Yoon, 2004). d'autres échelles présentent un plus grand nombre d'énoncés sur le sujet (de 6 à 14), mais n'abordent toutefois que quelques-unes des cinq dimensions de la gestion de classe recensées par o'neill et stephenson (2011).…”

Section: Une Synthèse Des Questionnaires Relatifs Au Sep Des Enseignantsunclassified

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Gaudreau

Frénette

Thibodeau

2016

mee

View full text Add to dashboard Cite

Cet article présente l’élaboration d’une échelle portant sur le sentiment d’efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O’Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d’élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d’un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.

show abstract

Seeing self as others see you: variability in self‐efficacy ratings in student teaching

Cited by 21 publications

References 21 publications

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

The interplay among academic self-concept, self-efficacy, self-regulation and academic achievement of higher education l2 learners

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Contact Info

Product

Resources

About