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Journal ArticleDOI

The Effect of Social Network-Supported Microlearning on Teachers' Self-Efficacy and Teaching Skills.

11 Apr 2018-Journal on Educational Technology (SciencePark Research, Organization & Counsesling. P.O. Box 22912, Nicosa 1525, Cyprus. Web site: www.wj-et.eu)-Vol. 10, Iss: 2, pp 115-129
TL;DR: In this paper, the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers were found out using mixed research model.
Abstract: To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

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Journal ArticleDOI
TL;DR: In this paper, a test-son test kontrol gruplu deneysel desen kullanilmistir, on (KR-20=0.74) ve son (KR20= 0.75) basari testleri gelistirilmirmir.
Abstract: Sosyal ag destekli bilisim teknolojileri egitiminin ortaokul ogrencilerinin akademik basarilarina etkisini degerlendirmeyi amaclayan bu calismada, on test-son test kontrol gruplu deneysel desen kullanilmistir. Arastirmanin calisma grubu, 32 ogrenci deney ve 32 ogrenci kontrol grubu olmak uzere toplam 64 ogrenciden olusmaktadir. Veri toplama araci olarak, on (KR-20=0.74) ve son (KR-20=0.75) basari testleri gelistirilmistir. Deney grubuna, bilisim teknolojileri egitimi yuz yuze ve sosyal ag destekli ogrenme ortami ile butunlestirilerek verilmistir. Kontrol grubuna ise, sadece yuz yuze bilisim teknolojileri dersi verilmistir. Sonuc olarak, sosyal ag destekli bilisim teknolojileri egitiminin, deney grubu ogrencilerinin akademik basarilarinda olumlu yonde anlamli bir fark yarattigi gorulmustur.

5 citations

Journal ArticleDOI
06 Apr 2022
TL;DR: In this paper , penelitian ini bertujuan untuk mendeskripsikan kinerja, kesulitan, and tantangan calon guru matematika dalam microteaching berbasis video.
Abstract: Microteaching adalah kegiatan belajar dan mengajar bagi calon guru untuk mengembangkan ketrampilan mengajar dan sebagai media latihan untuk berinteraksi dengan siswa. Microteaching memberikan pengalaman mengajar kelas dalam skala kecil sebelum mengajar kelas yang sesungguhnya. Namun, karena situasi pandemi COVID-19 saat ini, pelaksanaan microteaching bergeser dari mode tatap muka di laboratorium microteaching ke mode pembelajaran jarak jauh dari rumah. Penelitian ini bertujuan untuk mendeskripsikan kinerja, kesulitan, dan tantangan calon guru matematika dalam microteaching berbasis video. Penelitian ini merupakan penelitian deskriptif kualitatif dengan melibatkan 54 calon guru matematika di IAIN Kediri. Pengumpulan data melalui observasi, dokumentasi, dan wawancara yang dilakukan pada bulan Februari-April 2021. Berdasarkan hasil penelitian, 24,07% calon guru matematika menunjukkan kinerja dalam kategori sangat baik, 20,37% dalam kategori baik, 29,63% dalam kategori sedang, dan 25,93% dalam kategori kurang baik. Terindikasi bahwa kesulitan kinerja hampir ditemukan pada semua aspek observasi, namun paling banyak ditemukan pada aspek pemberian apersepsi dan motivasi, penerapan pendekatan saintifik, dan penutupan pembelajaran, dan. Lebih lanjut terungkap bahwa calon guru matematika mengalami 3 tantangan besar, yaitu pedagogis dan psikologis, infrastruktur, dan teknis dalam membuat rekaman video microteaching.

3 citations

Journal ArticleDOI
23 Aug 2020
TL;DR: In this paper, the authors focused on the need for constant training and education of the university teacher regarding the knowledge of specific aspects related to the management of technology, related to resources and strategies of microlearning; it was developed on the basis of sections interconnected to the mentioned tool, distinguished as microlearning: innovative pedagogy; social learning as the core of micro-learning, aspects of interest of micro learning for the teacher and conclusions.
Abstract: The events that characterize microlearning, are constituted in representative priorities of the dynamics that dominates the need for updating, innovation and better performance profiles within the surrounding reality of technology and super-information, in which education cannot be distanced. The present essay aimed to reflect on the need for constant training and education of the university teacher, regarding the knowledge of specific aspects related to the management of technology, related to the resources and strategies of microlearning; it was developed on the basis of sections interconnected to the mentioned tool, distinguished as microlearning: innovative pedagogy; social learning as the core of microlearning, aspects of interest of microlearning for the teacher and conclusions. Among the latter, it was identified the fact that microlearning allows university teachers to transcend in an intelligent, creative and motivating way in front of their academic activities, adjusting their activities to digital environments, where the need for self-management in educational processes is evident.

1 citations

References
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Journal ArticleDOI
TL;DR: The centrality of the self-efficacy mechanism in human agency is discussed in this paper, where the influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy.
Abstract: This article addresses the centrality of the self-efficacy mechanism in human agency. Self-per- cepts of efficacy influence thought patterns, actions, and emotional arousal. In causal tests the higher the level of induced self-efficacy, the higher the perfor- mance accomplishments and the lower the emotional arousal. Different lines of research are reviewed, show- ing that the self-efficacy mechanism may have wide explanatory power. Perceived self-efficacy helps to ac- count for such diverse phenomena as changes in coping behavior produced by different modes of influence, level of physiological stress reactions, self-regulation of refractory behavior, resignation and despondency to failure experiences, self-debilitating effects of proxy control and illusory inefficaciousness, achievement strivings, growth of intrinsic interest, and career pur- suits. The influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy. Psychological theorizing and research tend to cen- ter on issues concerning either acquisition of knowledge or execution of response patterns. As a result the processes governing the interrelation- ship between knowledge and action have been largely neglected (Newell, 1978). Some of the re- cent efforts to bridge this gap have been directed at the biomechanics problem—how efferent com- mands of action plans guide the production of ap- propriate response patterns (Stelmach, 1976,1978). Others have approached the matter in terms of algorithmic knowledge, which furnishes guides for executing action sequences (Greeno, 1973; Newell, 1973). ,

14,898 citations


"The Effect of Social Network-Suppor..." refers background or methods in this paper

  • ...Bandura (1982) states that decisions on self-efficacy are based on four basic sources of information: performance experiences (the experiences that one has achieved from the work s/he has succeeded); vicarious experiences (observing performance of others and comparing them to theirs); verbal…...

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  • ...Bandura (1982) refers to the concept of self-efficacy as the awareness of people on their ability to organise and perform actions that are necessary to achieve certain performance types....

    [...]

  • ...The concept of ‘teacher self-efficacy’, a concept explaining the professional competence of preservice teachers, was derived from the concept of self-efficacy, which was first introduced by Bandura (1982) and is a part of social cognitive learning theory....

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Journal ArticleDOI
TL;DR: Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers persistence, enthusiasm, commitment and instructional behavior, as well as student outcome such as achievement, motivation, and self-efficacy beliefs.

5,173 citations


"The Effect of Social Network-Suppor..." refers methods in this paper

  • ...Teacher self-efficacy scale: The TSES used in the study to the obtain teacher self-efficacy scores of participants was developed by Tschannen-Moran and Hoy (2001) and adapted to Turkish by Capa, Cakiroglu and Sarikaya (2005)....

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Journal ArticleDOI
TL;DR: In this article, the theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement, and new directions for research in light of the proposed model are proposed.
Abstract: The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

4,115 citations


"The Effect of Social Network-Suppor..." refers background in this paper

  • ...Tschannen-Moran et al. (1998) consider teacher self-efficacy as a teacher’s belief in his/her capability to plan, organise and implement the activities needed to successfully perform an instructional work in a particular context....

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Journal ArticleDOI
TL;DR: This paper explored reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study with 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points.
Abstract: This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.

464 citations

Journal ArticleDOI
TL;DR: This paper explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and to promote classroom communities of practice in the context of higher education.
Abstract: This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.

378 citations


"The Effect of Social Network-Suppor..." refers background in this paper

  • ...…being supported by social network-supported learning environments that include Web 2.0 technologies, has increased students’ achievement, influenced their attitudes towards school and their motivation positively (Bicen & Uzunboylu, 2013; Hung & Yuen, 2010; Kelleci & Tetik, 2015; Kuzu, 2014)....

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