No Difference without Item Comparison! The Effect of Parallel Item Presentation on the Self-Efficacy of Out-of-Field Physical Education (PE) Student Teachers and Qualified PE Student Teachers

Autor/inn/en	Liebl, Sebastian; Töpfer, Clemens; Ennigkeit, Fabienne
Titel	No Difference without Item Comparison! The Effect of Parallel Item Presentation on the Self-Efficacy of Out-of-Field Physical Education (PE) Student Teachers and Qualified PE Student Teachers
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1921902 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liebl, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1921902
Schlagwörter	Self Efficacy; Student Teachers; Teacher Qualifications; Teaching Methods; Physical Education; Foreign Countries; Elementary School Teachers; Middle School Teachers; Germany + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Deutschland
Abstract	Teacher's self-efficacy is a relevant judgement of self-belief by teachers. Studies reveal inverse response bias of teachers' self-assessment. Parallel item presentation can be used as a method to reduce such distortions. The major goal of this study was to develop and verify such a measure of parallel item presentation in order to compare self-efficacy of qualified and out-of-field PE teachers. Therefore out-of-field and qualified PE student teachers (N = 68) were randomised into two groups. They responded to 14 self-efficacy items related to classroom subjects and PE teaching. One group of out-of-field (n = 17) and qualified (n = 18) PE student teachers was presented with the items in parallel so that they could compare classroom and PE teaching items. For the other group of out-of-field (n = 11) and qualified (n = 22) PE student teachers, the items were presented sequentially so that no direct comparison was possible. Data was analysed using nested ANOVA. The results reveal that with a dimensional item comparison, out-of-field PE teachers have a significantly lower self-efficacy in PE than qualified PE student teachers (p = 0.006, [partial eta-squared] = 0.18). Without comparison, there is no significant difference. The method of parallel item representation can thus contribute to the reduction of inverse response bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01