Assessing the Teaching Efficacy Beliefs of Teacher Trainees: A Comparison of Two Institutions of Higher Learning in South Africa

Autor/inn/en	Matoti, Sheila N.; Junqueira, Karen E.; Odora, Ronald J.
Titel	Assessing the Teaching Efficacy Beliefs of Teacher Trainees: A Comparison of Two Institutions of Higher Learning in South Africa
Quelle	In: Africa Education Review, 10 (2013) 4, S.634-653 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2013.853558
Schlagwörter	Foreign Countries; Student Teachers; Student Teacher Attitudes; Beliefs; Self Efficacy; Teacher Effectiveness; Comparative Analysis; Learner Engagement; Educational Strategies; Classroom Techniques; Higher Education; Universities; Departments; Technology Education; Self Concept Measures; Questionnaires; Positive Attitudes; Teaching (Occupation); South Africa + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstrategie; Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Department; Abteilung; Technisch-naturwissenschaftlicher Unterricht; Fragebogen; Teaching; Lehrberuf; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study assessed the teaching efficacy beliefs of third-year teacher education students from two different institutions, in three categories: student engagement, instructional strategies and classroom management. The study used a descriptive survey design. The target population for the study was all third-year students enrolled in five different programmes in each of the two universities of technology. A questionnaire, named the Teacher Self-Efficacy Scale (TSES), was used as an instrument to collect data from the participants. A total of 204 students from the two universities of technology completed the questionnaire. The results of the study on teacher trainees' perceptions regarding their teaching efficacy beliefs revealed that 85% of the teacher trainees feel positive about their future occupation. The results therefore support the view that well-organised work integrated learning can lead to the development of a positive attitude towards the teaching profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01