Teacher efficacy in Teaching and Teacher Education

Kleinsasser, Robert C.

doi:10.1016/j.tate.2014.07.007

Cited by 88 publications

(53 citation statements)

References 55 publications

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“…Assim, no caso específico de professores, a literatura das últimas décadas tem documentado esses efeitos de modo consistente, o que consta de revisões como as de Carlotto et al (2015), Fernandez et al (2016), Holzberger et al (2013) e Kleinsasser (2014), para citar algumas das mais recentes.…”

Section: Santa Mariaunclassified

Crenças de autoeficácia de professores: um fator motivacional crítico na educação inclusiva

Bzuneck

2017

Rev. Educ. Espec.

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ResumoAlém de habilidades de ensino, professores devem ter crenças de autoeficácia bem desenvolvidas, que consistem nas crenças de que podem atuar com êxito até em classes com clientela diversificada. Pesquisas têm comprovado a proposta de Bandura de que professores com tais crenças mais robustas consideram que todos os alunos podem aprender e, assim, são mais comprometidos e motivados para criar condições propícias ao desenvolvimento de cada aluno em classe. São mais persistentes e mais resilientes após fracassos. Dados de pesquisa também têm produzido apoio à proposta de Bandura de que professores numa escola acabam por desenvolver um senso de eficácia coletiva que, quanto mais robusto, influencia cada indivíduo a ter mais persistência nas dificuldades e a ter expectativas mais elevadas quanto a seus alunos. No presente artigo, são apresentadas as condições por meio das quais são incrementadas, na Educação Inclusiva, tanto a autoeficácia como a eficácia coletiva, assim como suas consequências para os alunos.Palavras-chave: Professores da educação inclusiva; Crenças de autoeficácia; Eficácia coletiva.

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Section: Santa Mariaunclassified

Crenças de autoeficácia de professores: um fator motivacional crítico na educação inclusiva

Bzuneck

2017

Rev. Educ. Espec.

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“…The survey was in two parts, with one part the students' feeling regarding how well they were prepared for the introduction of CFD into their curriculum and the other exploring their opinions on the skills and knowledge acquired when using the actual computer package [13]. Students were requested to respond to each item in the questionnaire using a five-point scale: strongly agree, agree, neutral, disagree and strongly disagree plus a column for no opinion.…”

Section: On-line Questionnairementioning

confidence: 99%

Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum

Chen

2015

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Practical teaching and learning evaluation of computational fluid dynamics (CFD) have been incorporated into a chemical engineering curriculum at the intermediate undergraduate level. CFD has now become a component of professional life in engineering practice and to prepare students properly, they must get exposure to all aspects of their chosen profession. Issues of concern arise when mathematical modelling is being introduced into a curriculum. For example, at the practical level, it must be considered whether or not an appropriate platform has been developed to allow the students to use the software efficiently and importantly without frustration. Also it is important that students have been taught sufficient skills for the student to continue with simulations in a systematic and methodical manner. The incorporation of the CFD package into a traditional chemical engineering curriculum is described here, and evaluation results based on pre-post knowledge and skill experiments, and student survey results document successful learning outcomes and effectiveness of the approach.

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“…Alan yazında, eğitim bilimlerinde (Arık ve Türkmen, 2009;Erdem, 2011;Goodwin ve Goodwin, 1985a;Göktaş, Hasançebi, Varışoğlu, Akçay, Bayrak, Baran ve Sözbilir, 2012;Hsu, 2005;Karadağ, 2009;Kieffer, Reese ve Thompson, 2001;Selçuk vd., 2014;Tavşancıl vd., 2010;Willson, 1980), eğitim teknolojilerinde (Alper ve Gülbahar, 2009;Göktaş, Küçük, Aydemir, Telli, Arpacık, Yıldırım ve Reisoğlu, 2012), eğitim yönetiminde (Aydın, Erdağ ve Sarıer, 2010;Aypay vd., 2010;Turan, Karadağ, Bektaş ve Yalçın, 2014), matematik eğitiminde (Baki, Karataş, Akkan ve Çakıroğlu, 2011;Çiltaş, 2012;Hart, Smith, Swars ve Smith, 2009), fen bilimleri eğitiminde (Chang, Chang ve Tseng, 2010;Lee, Wu ve Tsai, 2009;Sözbilir ve Kutu, 2008;Tsai ve Wen, 2005) ve diğer alanlarda (Kleinsasser, 2014;Yılmaz ve Altınkurt, 2012) tezlerin, makalelerin incelendiği birçok araştırmanın olduğu görülmektedir. Bununla birlikte, Türkiye alan yazınındaki çalışmalarda SSCI tarafından taranan dergileri inceleyen araştırmalar olmakla birlikte Türkiye'deki, SSCI tarafından taranan dergilerle sınırlı olduğu görülmektedir.…”

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Content Analysis of Papers Published in Educational Journals with High Impact Factors

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Dibek

2016

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Teacher efficacy in Teaching and Teacher Education

Cited by 88 publications

References 55 publications

Crenças de autoeficácia de professores: um fator motivacional crítico na educação inclusiva

Crenças de autoeficácia de professores: um fator motivacional crítico na educação inclusiva

Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum

Content Analysis of Papers Published in Educational Journals with High Impact Factors

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