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Autor/inn/en | Liebl, Sebastian; Töpfer, Clemens; Ennigkeit, Fabienne |
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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 |
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 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). |
Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |