A Qualitative Study Investigating PreK-12 Teacher Perceptions of the Impact of a Professional Development Coaching Cycle on Early Career Teachers' Self-Efficacy in Arts Integration

Autor/in	Fleetwood, Allison J.
Titel	A Qualitative Study Investigating PreK-12 Teacher Perceptions of the Impact of a Professional Development Coaching Cycle on Early Career Teachers' Self-Efficacy in Arts Integration
Quelle	(2022), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Evangel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-4714-7
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Self Efficacy; Student Attitudes; Preschool Education; Elementary Secondary Education; Coaching (Performance); Mathematics Instruction; Art Activities; Student Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Pre-school education; Vorschulerziehung; Mathematics lessons; Mathematikunterricht; Künstlerische Tätigkeit
Abstract	Elementary teachers' mathematical self-efficacy is abundantly important in the mathematical growth in students. Research suggests early career teachers have a low level of self-efficacy in implementing arts integration. The purpose of this study was to examine perceived changes in teacher self-efficacy in implementing arts integration after participating in a focused professional development coaching cycle. The theoretical framework used to design the study was built by Transformative Learning Theory, Social Learning Theory, and Self-Efficacy Theory. The research questions sought to explore perceptions of teachers' self-efficacy in arts integration and systematic professional development in arts integration implementation. The design of the study collected perceptions through surveys, observations, and interviews. Data discussion of the findings would be beneficial to district leaders seeking to increase teachers' self-efficacy in arts integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01