Effects of scaffolding strategies embedded within web-based peer evaluation system on pre-service teachers’ reflective thinking and self-efficacy

Download

index.pdf

Date

2012

Author

Yıldız, İsmail

Metadata

Show full item record

Item Usage Stats

279
views

135
downloads

The educational community is increasingly concerned about the limitations of traditional teacher education programs to support teachers’ professional development. Beside the theoretical knowledge, the importance of the experience cannot be debated. The main problem of the teacher education institutions is that they fail to close the gap between the theoretical principles taught in the faculties of education and the experiences of teachers in the classrooms. Microteaching is the most popular method to prepare the PSTs for real-world teaching profession. However, literature showed that there are some barriers that PSTs face during the microteaching process, including limited and unreflective peer-feedback (Huang, 2001). In order to facilitate PSTs’ peer-interaction and reflective thinking during their microteaching process, a web-based video analysis environment was designed. In addition, in teacher education observation has a critical place. The purpose of this study is to examine the effects of question prompts embedded within this environment on PSTs’ reflective thinking and self-efficacy levels. For this purpose, a true experimental study was designed and applied. 55 pre-service teachers were enrolled in this study. First finding of this study is that the use of question prompts embedded in a web-based video analysis system have a positive significant effect on pre-service teachers' reflective thinking level. Second finding of this study is that the use of question prompts embedded in a web-based video analysis system did not have a significant effect on pre-service teachers' self-efficacy. However, there was a significant linear trend indication for all types of self-efficacy factors for both control and experimental group over the time. For both groups this linear trend showed that self-efficacy scores of instructional strategies, classroom management, and student engagement developed over the time.

Subject Keywords

Teachers, Microteaching., Web-based instruction.

URI

http://etd.lib.metu.edu.tr/upload/12614181/index.pdf
https://hdl.handle.net/11511/21468

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

A Study on Novice Classroom Teachers' Problems with Regular and Alternative Certificates Taneri, Pervin Oya; Ok, Ahmet; Department of Educational Sciences (2004) The purpose of the study was to explore the problems of first three-year classroom teachers who graduated from regular teacher education programs and alternative certificate programs. The study also aims at examining the problems in relation to the type of certification, gender, cities they work in, institutions they graduated from, age, graduation year, recruitment year, teaching practice, number of teachers in the schools, class size, and type of classroom they teach. The subjects of this study were eleme...
Developing a school based professional development program for improving technological skills and andragogical knowledge of teachers in private night high schools Aksoy, Afra Nur; Aksu, Meral; Department of Educational Sciences (2018) To improve the effectiveness of teachers in Private Night High Schools (PNHS), the main purpose of this study was to make the teachers in a particular PNHS participate in a School Based Professional Development (SBPD) program for their needs in educational technologies and adult learning theory (andragogy). This was a case study including quantitative and qualitative data collected through Principles of Adult Learning Scale (PALS), Questionnaire of Educational Technologies (QEdTech), classroom observations,...
Effect of constructed web-supported instruction on achievement related to educational statistics Emmungil, Levent; Geban, Ömer (2010-10-31) The purpose of this study is to investigate the effect of web supported statistics education environment for graduate level students. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course ...
Developing teacher learning progressions for K-12 engineering education: teachers’ attitudes and their understanding of the engineering design Mesutoğlu, Canan; Baran Jovanovic, Evrim; Department of Educational Sciences (2017) Teachers at the K-12 level have a critical role in including engineering in their instruction. More teachers who are equipped with the knowledge and skills necessary to teach science using the engineering design process are needed. Aiming to build tools to measure and track the progress in teacher’ attitudes and their understanding of the engineering design process suggested the use of learning progressions approach. The purpose of the study was to develop two teacher learning progressions for K-12 engineer...
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry Selvi, Ali Fuad; Martin-Beltran, Melinda (2016-12-01) For decades, teacher educators have struggled to better prepare teachers who critically understand and utilize second language acquisition (SLA) theory and research. Using a sociocultural theoretical framework that positions teacher-learners as active users and producers of SLA theory, this study explores how teacher-learners in two sections of one capstone SLA course (offered in a graduate-level TESOL/World Language teacher education program) construct their SLA knowledge and praxis. We used thematic conte...

Citation Formats

İ. Yıldız, “Effects of scaffolding strategies embedded within web-based peer evaluation system on pre-service teachers’ reflective thinking and self-efficacy,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.