Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice

Autor/in	Inel Ekici, Didem
Titel	Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice
Quelle	In: Asia Pacific Education Review, 19 (2018) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9511-8
Schlagwörter	Preservice Teachers; Self Efficacy; Communities of Practice; Computer Mediated Communication; Student Attitudes; Mathematics Teachers; Science Teachers; Time Management; Anxiety; Criticism; Qualitative Research; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Community; Computerkonferenz; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Zeitmanagement; Angst; Kritik; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers' teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. "Teaching Self-Efficacy Belief Scale" and "The Questionnaire on Opinions about Using Online Communities of Practice within Teaching Practices" were the data collection tools of the study. Results showed that online communities of practice affected pre-service teachers' teaching self-efficacy beliefs significantly and positively. Qualitative data of the research also supported this positive change. Science and math pre-service teachers mentioned several benefits of online communities of practice, such as sharing, recognizing common problems, freely expressing themselves, making comparison, realizing their shortcomings, and benefiting from the experiences of others. However, research findings also showed that online communities of practice have some limitations such as the lack of expressions of sincerity, the need for internet access, the need for additional time, and anxiety when it comes to criticism. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01