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Journal articles on the topic 'Self-Teacher'

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Author: Grafiati

Published: 8 June 2024

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1

Peña Froment, Facundo Alberto, Alfonso Javier García González, and María Rocío Bohórquez Gómez-Millán. "Autorrevelación docente: una revisión de la literatura." Revista Fuentes 1, no. 23 (2021): 13–26. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11383.

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To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.

2

Huang, Shenghua, Hongbiao Yin, and Lijie Lv. "Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy." Educational Psychology 39, no. 3 (January 11, 2019): 313–31. http://dx.doi.org/10.1080/01443410.2018.1543855.

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3

Erdem, Eda, and Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF." Social Behavior and Personality: an international journal 35, no. 5 (January 1, 2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

4

Sherin, Miriam Gamoran, and Elizabeth B. Dyer. "Teacher self-captured video." Phi Delta Kappan 98, no. 7 (March 22, 2017): 49–54. http://dx.doi.org/10.1177/0031721717702632.

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Videos are often used for demonstration and evaluation, but a more productive approach would be using video to support teachers’ ability to notice and interpret classroom interactions. That requires thinking carefully about the physical aspects of shooting video — where the camera is placed and how easily student interactions can be heard — as well as ensuring that videos capture examples of practice and not just exemplars, and that they capture moments of confusion and not just moments of clarity.

5

Haberman, Martin. "The Self-Evaluating Teacher." Educational Forum 58, no. 2 (June 30, 1994): 218–19. http://dx.doi.org/10.1080/00131729409335329.

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6

Szűcs, Ida Zagyváné. "Teacher trainers’ self-reflection and self-evaluation." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 9–23. http://dx.doi.org/10.2478/atd-2018-0008.

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Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

7

Herlo, Dorin. "SELF-DIRECTED LEARNING ON TEACHER TRAINING STUDIES PROGRAMS." Journal Plus Education 18, no. 2/2017 (November 8, 2017): 7–17. http://dx.doi.org/10.24250/jpe/2/2017/dh.

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8

AKMAN, Yener. "The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance." Kuramsal Eğitimbilim 14, no. 4 (October 19, 2021): 720–44. http://dx.doi.org/10.30831/akukeg.930802.

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9

Montgomery, Julie L., and Wendy Baker. "Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance." Journal of Second Language Writing 16, no. 2 (June 2007): 82–99. http://dx.doi.org/10.1016/j.jslw.2007.04.002.

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10

Watson, Steven, and Gosia Marschall. "How a trainee mathematics teacher develops teacher self-efficacy." Teacher Development 23, no. 4 (July 1, 2019): 469–87. http://dx.doi.org/10.1080/13664530.2019.1633392.

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11

Medeiros, Bruce. "Teacher Education and Self‐Renewal." Teaching Education 2, no. 2 (December 1988): 10–11. http://dx.doi.org/10.1080/1047621880020202.

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12

Elliott, John. "Self‐evaluation and teacher competence." Irish Educational Studies 14, no. 1 (March 1995): 1–12. http://dx.doi.org/10.1080/0332331950140104.

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13

Thoma, Colleen A., Steven R. Baker, and Sterling J. Saddler. "Self-Determination in Teacher Education." Remedial and Special Education 23, no. 2 (March 2002): 82–89. http://dx.doi.org/10.1177/074193250202300204.

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14

Towndrow, Phillip A., and Kelvin Tan. "Teacher self‐evaluation and power." Teacher Development 13, no. 3 (August 2009): 285–95. http://dx.doi.org/10.1080/13664530903335616.

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15

Dinkelman, Todd. "Self-Study In Teacher Education." Journal of Teacher Education 54, no. 1 (January 2003): 6–18. http://dx.doi.org/10.1177/0022487102238654.

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Airasian, Peter W., and Arlen Gullickson. "Examination of teacher self-assessment." Journal of Personnel Evaluation in Education 8, no. 2 (July 1994): 195–203. http://dx.doi.org/10.1007/bf00972263.

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17

Żmudzka, Mirosława. "MANAGING SELF-DEVELOPMENT (SELF-CREATION) BY THE TEACHER." Modern Higher Education Review, no. 6 (2021): 114–28. http://dx.doi.org/10.28925/2518-7635.2021.69.

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The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal development. Personal growth is a significant aspect of professional development. Managing one's own development (self-creation) assumes that a man is a self-creator and the space of self-creation is a new method of experiencing the world and one's place in it. The article analyses the determinants of the self-creation process and its structure as well as the transgressive behaviours involved in the process. The analysis of the teacher's functioning as a co-creator of himself is embedded in the trend of the concept of humanistic, emancipatory and cognitive psychology

18

Nezvalova, Danuse. "SELF-EVALUATION AND SELF-ASSESSMENT IN SCIENCE TEACHER TRAINING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 2 (August 25, 2009): 26–33. http://dx.doi.org/10.48127/spvk-epmq/09.1.26a.

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This paper will build on the findings of a pilot study to investigate the extent to which self- assessment and self-evaluation are implemented to assess science teacher students and to put into practice reformed assessment system. The self-assessment and self-evaluation in science teacher education is s an important aspect of quality in science teacher training. Currently these approaches to assessment have called for more authentic student assessment. Teachers who include authentic assessment in their repertoires are driven by a belief that alternative assessment experiences should prepare students for life in the real world. While teacher-made tests give us information about student learning, they do not provide all the information. Alternate forms of assessment can generate that other information. Key words: science teacher training, self-assessment, self-evaluation, quality of science teacher training.

19

Murphy, Timothy R. N., Mary Masterson, Patricia Mannix-McNamara, Paddy Tally, and Elaine McLaughlin. "The being of a teacher: teacher pedagogical well-being and teacher self-care." Teachers and Teaching 26, no. 7-8 (November 16, 2020): 588–601. http://dx.doi.org/10.1080/13540602.2021.1913403.

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Tyaningsih, Anisa Rara, Suryadi Suryadi, and Desi Rahmawati. "Self-Efficacy, Teacher Leadership and Teacher Professionalism in Secondary School." Jurnal Iqra' : Kajian Ilmu Pendidikan 6, no. 2 (July 15, 2021): 1–12. http://dx.doi.org/10.25217/ji.v6i2.1331.

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The article was to determine the effect of self-efficacy on teacher professionalism, the effect of teacher leadership on teacher professionalism, and the effect of self-efficacy on teacher leadership. The research was conducted at 14 secondary school in West Jakarta, Indonesia by using survey method and testing the hypothesis with path analysis. Sample of this study consisted of 85 teachers selected by simple random sampling. The data collection technique was conducted by using an online questionnaire which was google form. The variable of self-efficacy includes learning strategies, class management, and student engagement. Then, the variable of teacher leadership includes four dimensions, namely collective leadership, leadership opportunity, leadership engagement, and supra-practitioner. Meanwhile, the teacher professionalism variable includes four domains, namely professional skills, autonomy in decision making, collaborative practice and commitment. The result shows that there was a positive direct effect of the self-efficacy variable on the teacher professionalism variable, there was a positive direct effect of the teacher leadership variable on the teacher professionalism variable and there was a positive direct effect of the self-efficacy variable on the teacher leadership variable. The result of the study was discussed by considering the relevant literature and implications were made. Keywords: Teacher Leadership, Teacher Professionalism, Secondary School

21

Russell, Tom, and Amanda Berry. "Five Challenging Self-Studies of Teacher and Teacher Educator Development." Studying Teacher Education 12, no. 3 (September 2016): 241–43. http://dx.doi.org/10.1080/17425964.2016.1240429.

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22

Zhu, Mingjing, Qian Liu, Yao Fu, Tianan Yang, Xingli Zhang, and Jiannong Shi. "The relationship between teacher self-concept, teacher efficacy and burnout." Teachers and Teaching 24, no. 7 (June 12, 2018): 788–801. http://dx.doi.org/10.1080/13540602.2018.1483913.

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23

Skaalvik, Einar M., and Sidsel Skaalvik. "Teacher self-efficacy and teacher burnout: A study of relations." Teaching and Teacher Education 26, no. 4 (May 2010): 1059–69. http://dx.doi.org/10.1016/j.tate.2009.11.001.

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24

Raymond-West, Trenice, and Virginia Snodgrass Rangel. "Teacher Preparation and Novice Teacher Self-Efficacy in Literacy Instruction." Education and Urban Society 52, no. 4 (October 8, 2019): 534–60. http://dx.doi.org/10.1177/0013124519879425.

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The purpose of this study was to examine the extent to which traditional and alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 83 novice elementary reading teachers in a large urban district in Texas. We answered the research questions using t tests and correlation analysis. The results indicated that traditionally prepared teachers reported significantly higher levels of exposure to literacy teaching skills across their coursework and field work as well as higher levels of self-efficacy. We also found a significant but weak relationship between teachers’ level of self-efficacy and the level of literacy exposure they had in their coursework, and a significant and moderate relationship between teachers’ self-efficacy and the level of literacy exposure they had through their field experiences.

25

Gholami, Leila. "Teacher Self-Efficacy and Teacher Burnout: A Study of Relations." International Letters of Social and Humanistic Sciences 60 (September 2015): 83–86. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.83.

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In any teaching and learning setting, there are some variables that play a highly significant role in both teachers’ and learners’ performance. Two of these influential psychological domains in educational context include self-efficacy and burnout. This study is conducted to investigate the relationship between the self-efficacy of Iranian teachers of English and their reports of burnout. The data was collected through application of two questionnaires. The Maslach Burnout Inventory (MBI; Maslach& Jackson 1981, 1986) and Teacher Efficacy Scales (Woolfolk& Hoy, 1990) were administered to ten university teachers. After obtaining the raw data, the SPSS software (version 16) was used to change the data into numerical interpretable forms. In order to determine the relationship between self-efficacy and teachers’ burnout, correlational analysis was employed. The results showed that participants’ self-efficacy has a reverse relationship with their burnout. Keyword: teacher self-efficacy, teacher burnout

26

Marschall, Gosia. "Teacher self-efficacy sources during secondary mathematics initial teacher education." Teaching and Teacher Education 132 (October 2023): 104203. http://dx.doi.org/10.1016/j.tate.2023.104203.

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Djazilan, Syukron, Didit Darmawan, Eli Retnowati, Ella Anastasya Sinambela, Rahayu Mardikaningsih, Fayola Issalillah, and Rafadi Khan Khayru. "The Role of Self-Discipline, Self-Concept and Self-Efficiency on Teacher Performance." Education and Human Development Journal 7, no. 03 (December 31, 2022): 64–73. http://dx.doi.org/10.33086/ehdj.v7i03.3657.

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The quality of education is very dependent on the role of teachers in it because teachers are professional educators. Quality education processes and outcomes are also inseparable from teacher performance. Therefore, given the importance of this, various efforts are still being made to improve teacher performance such as self-discipline, self-concept and self-efficacy as will be discussed in this study. This study uses a quantitative approach by using the method of observation and questionnaire design. The population observed was 38 teachers, because the number was less than 100, the sample was determined using the census technique. The data were then tested for validity and reliability as well as the classical assumption test. In the end there is multiple regression analysis using SPSS version 26.0 program. The conclusion that self-discipline has a significant effect on improving teacher performance. Likewise, what happened to the independent variables of self-concept and self-efficacy also had a partial and significant influence on improving teacher performance. These three variables have a significant effect simultaneously on improving teacher performance.

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Russell, Tom, and Amanda Berry. "Self-Study of Teacher Education Practices Promotes Self-Understanding." Studying Teacher Education 10, no. 1 (January 2, 2014): 1–2. http://dx.doi.org/10.1080/17425964.2014.878988.

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29

Sergeyko, Svetlana. "GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 135–42. http://dx.doi.org/10.31499/2307-4906.3.2021.241756.

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The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

30

Mireles-Rios, Rebeca, John A. Becchio, and Shadi Roshandel. "Teacher Evaluations and Contextualized Self- Efficacy." Journal of School Administration Research and Development 4, no. 1 (July 20, 2019): 6–17. http://dx.doi.org/10.32674/jsard.v4i1.1938.

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Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.

31

Langdon Warren, Louis. "Teacher Leadership Begins with Self-Leadership." Teacher Education and Curriculum Studies 6, no. 1 (2021): 1. http://dx.doi.org/10.11648/j.tecs.20210601.11.

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32

Achurra, Cristina. "Teacher’ Self-Efficacy And Student Learning." European Journal of Social & Behavioural Sciences 2, no. 2 (October 1, 2012): 366–83. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.2.17.

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33

Hollingsworth, Sandra. "Improving teacher education through self-study." Educational Action Research 11, no. 2 (June 1, 2003): 329–36. http://dx.doi.org/10.1080/09650790300200328.

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34

Leiß, Dominik. "Teacher intervention versus self-regulated learning?" Teaching Mathematics and its Applications: An International Journal of the IMA 24, no. 2-3 (September 1, 2005): 75–89. http://dx.doi.org/10.1093/teamat/hri020.

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35

Lev, Smadar, Moshe Tatar, and Meni Koslowsky. "Teacher self-efficacy and students’ ratings." International Journal of Educational Management 32, no. 3 (April 9, 2018): 498–510. http://dx.doi.org/10.1108/ijem-10-2016-0206.

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Purpose Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role. Design/methodology/approach Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year. Findings Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes. Research limitations/implications The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions. Originality/value This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.

36

Clavijo, Amparo. "Self-study research in teacher education." Colombian Applied Linguistics Journal 18, no. 2 (July 26, 2016): 6. http://dx.doi.org/10.14483/calj.v18n2.aa00.

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37

Farrell, Thomas S. C. "Teacher self-awareness through journal writing." Reflective Practice 14, no. 4 (August 2013): 465–71. http://dx.doi.org/10.1080/14623943.2013.806300.

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38

Leino-Kilpi, Helena. "Self-reflection in nursing teacher education." Journal of Advanced Nursing 15, no. 2 (February 1990): 192–95. http://dx.doi.org/10.1111/j.1365-2648.1990.tb01801.x.

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39

Airasian, Peter W., and Arlen Gullickson. "Teacher Self-Assessment: Potential and Barriers." Kappa Delta Pi Record 31, no. 1 (October 1994): 6–10. http://dx.doi.org/10.1080/00228958.1994.10531885.

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40

Cheung, Wing‐Ming, and Yin Cheong Cheng. "Self‐management: implications for teacher training." Training for Quality 5, no. 4 (December 1997): 160–68. http://dx.doi.org/10.1108/09684879710188167.

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41

McCormick, John, and Paul L. Ayres. "Teacher self‐efficacy and occupational stress." Journal of Educational Administration 47, no. 4 (July 3, 2009): 463–76. http://dx.doi.org/10.1108/09578230910967446.

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PurposeThe purpose of this research was to study teachers' self‐efficacy and occupational stress in the context of a large‐scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier.Design/methodology/approachA theoretical framework, primarily based on social cognitive theory and the teachers' attribution of responsibility for stress model and consistent with the earlier study, was used to guide the research. Data were gathered using a self‐report questionnaire. Analysis was carried out using structural equation modelling, based on results of the earlier study, and partial correlation analysis.FindingsA more parsimonious model of the related phenomena than had been established by the earlier study was confirmed, suggesting that the context of the educational reform was different one year later, particularly in terms of perceived social support and occupational stress specifically associated with the changes. The important result from the earlier study was replicated – understanding what was required by the reform was negatively associated with teachers' self‐efficacy for the new type of teaching and self‐efficacy for using technology with the new curriculum.Originality/valueThe paper provides insights into teachers' cognitions associated with a major curriculum reform. Results have implications for system administrators and reforming curriculum bodies.

42

Freddano, Michela, and Anna Siri. "Teacher Training for School Self-Evaluation." Procedia - Social and Behavioral Sciences 69 (December 2012): 1142–49. http://dx.doi.org/10.1016/j.sbspro.2012.12.044.

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43

Freiberg, H. Jerome. "Teacher Self-Evaluation and Principal Supervision." NASSP Bulletin 71, no. 498 (April 1987): 85–92. http://dx.doi.org/10.1177/019263658707149814.

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44

KUWANA, Hōkō. "The Self-Awakening of the Teacher:." Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 65, no. 1 (2016): 137–40. http://dx.doi.org/10.4259/ibk.65.1_137.

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45

Burns, Robert B. "The Self‐Concept in Teacher Education." South Pacific Journal of Teacher Education 17, no. 2 (November 1989): 27–38. http://dx.doi.org/10.1080/0311213890170203.

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46

Solovieva, Natalia Viktorovna, and Vitaliya Gennadievna Prokudina. "Creative self-actualization of a teacher." Izvestia of the Russian Akademy of Education, no. 4 (2022): 55–61. http://dx.doi.org/10.51944/20738498_2022_4_55.

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Zulfikar, Muhammad, Abdul Rahman, Andi Hasriadi Hasyim, Haeril Haeril, and Faiz Faozi. "Self-evaluation of Physical Education Teacher." Journal of Coaching and Sports Science 1, no. 2 (December 29, 2022): 48–53. http://dx.doi.org/10.58524/jcss.v1i2.131.

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Changes in the level of teacher competency are continually improved through evaluation, ensuring that the learning that is applied to students remains innovative. The goal of this study was to discover physical education teachers' self-evaluation of teaching effectiveness. This study is descriptive that employs the survey approach. Fifty-one elementary school physical education teachers in South Sulawesi Province (aged 20 to 58 years) volunteered to participate in this study. The Self-Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE) was utilized in this study to assess teacher effectiveness in teaching physical education. This efficacy is measured using six components: learning environment, teacher and student evaluation, application of learning content, use of technology, teaching methodologies, and lesson execution. The findings revealed that the overall average physical education teachers' teaching effectiveness score was in the high range (140). In terms of gender, male instructors have a high average score (139.5), whereas female teachers have a very high average score (139.5). (142). Even though female teachers have a higher score than male teachers, there is no significant difference in their scores, with a significance value of 0.731. Given the small sample size of this study, additional research should be undertaken on a broader scale to investigate other aspects that may influence teaching effectiveness.

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Devi, Hervina Renovaka Pradev, Riza Yonisa Kurniawan, and Mohamad Zuber Bin Abd Majid. "Self-Efficacy, Teaching Practice, and Teacher Readiness: Mediating Role Teacher Interest." International Journal of Emerging Research and Review 1, no. 3 (September 1, 2023): 000039. http://dx.doi.org/10.56707/ijoerar.v1i3.39.

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Objective: In the realm of education, the effectiveness of teaching practices and the readiness of teachers to navigate the challenges of the classroom environment have garnered substantial attention. One pivotal aspect that has emerged in educational research is the concept of self-efficacy – the belief in one's capabilities to accomplish tasks and produce desired outcomes. Self-efficacy is known to significantly influence various aspects of an individual's professional life, including teaching. The correlation between self-efficacy, teaching practice, and teacher readiness has been a subject of interest for educators and researchers alike. This research aims to determine the effect of self-efficacy and teaching practice on readiness to be a teacher through interest in becoming a teacher as a mediation variable. We used an online questionnaire to identify 435 college students for this study. Method: We applied partial least squares structural equation modelling (PLS-SEM) to analyze the research model. Results: The results showed that the exogenous variables, namely self-efficacy and teaching practice, significantly affected the readiness to become teachers directly. Novelty: Whereas indirectly, self-efficacy does not affect readiness to become a teacher through an interest in becoming a teacher. However, it differs from the teaching practice variable, which indirectly affects readiness to become a teacher through an interest in becoming a teacher.

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Uimanova, N. A. "PEDAGOGICAL SELF-DEVELOPMENT — SELF-DEVELOPMENT OF THE TEACHER: ANALYSIS OF ANALOGUES IN TERMINOLOGY." Vestnik Orenburgskogo gosudarstvennogo universiteta 234 (2022): 85–89. http://dx.doi.org/10.25198/1814-6457-234-85.

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The processes of modernization of educational programs of secondary vocational education have determined the relevance of the problem of pedagogical self-development of a college teacher. The study of this process involves a terminological analysis of its content. At the same time, in pedagogical theory and practice, there have been some discrepancies in the characterization of the concepts: “professional self-development of a teacher”, “self-development of a teacher”, “pedagogical self-development of a teacher”, etc. identical definitions and the possibility of their synonyms in the context of the research carried out by the author is substantiated. The conceptual and terminological analysis of Russian and foreign works on the stated problem made it possible to reveal a substantial similarity in the definition of the process under study. Professional self-development is characterized as a continuous process of qualitative transformation of the personality, the realization of personal and professional opportunities. An analysis of the concept of “self-development of a teacher” revealed a similar content essence. In the works of a number of researchers, the self-development of a teacher is considered through his multi-directionality in the spheres of life (professional, family, cultural and leisure, creative). In the vast majority of studies, this problem is considered as the improvement of the professional qualities of a teacher in his activity, which is appropriately interpreted as pedagogical. In this regard, the sphere of professional life of a college teacher has been clarified as a pedagogical one and, accordingly, the concept of “pedagogical self-development of a teacher” has been fixed. The analysis proved that in the context of the professional activities of teachers, the concepts of “pedagogical self-development of a teacher”, “professional self-development of a teacher”, “self-development of a teacher” belong to the same synonymous series.

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Black, Glenda L. "Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support." in education 21, no. 1 (January 16, 2015): 78–98. http://dx.doi.org/10.37119/ojs2015.v21i1.171.

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The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates’ self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills.Keywords: teacher self-efficacy; reflection; concerns-based stages model; transformational learning theory; and supervising teacher