Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

Autor/inn/en	Alaçam, Nur; Olgan, Refika
Titel	Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement
Quelle	In: Teaching Education, 28 (2017) 4, S.421-434 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1324843
Schlagwörter	Preservice Teachers; Preschool Teachers; Self Efficacy; Parent Participation; Foreign Countries; Beliefs; Early Childhood Education; Statistical Analysis; Student Attitudes; Preservice Teacher Education; Inservice Teacher Education; Case Studies; Competence; Teacher Education Programs; Likert Scales; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Ausland; Belief; Glaube; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Case study; Fallstudie; Case Study; Kompetenz; Likert-Skala
Abstract	This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported skills in implementing parent involvement strategies. Data was collected from 601 third and fourth year pre-service early childhood teachers using the adapted version of "Assessment of Parent Involvement Efficacy Scale." In order to answer the research questions, descriptive and inferential statistics including a two-way ANOVA between groups were run. The results revealed that the adapted scale is valid and suitable for use in Turkish culture and that pre-service early childhood teachers were found to have high parent involvement self-efficacy beliefs. Moreover, the results showed that taking a course on parent involvement does not have a significant impact on parent involvement self-efficacy beliefs. On the other hand, self-reported skills in implementing parent involvement strategies were found to be a significant factor on parent involvement self-efficacy beliefs in favor of groups that have "competent" and "moderately competent" self-reported skills in implementing parent involvement strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01