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The Impact of simSchool on Self-Efficacy of Pre-Service Teachers Enrolled in a Mathematics Class PROCEEDINGS

, Southern University, United States ; , University of North Carolina at Charlotte, United States ; , Southern Univeristy, United States ; , Southern University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a research study on the use of simSchool as a field experience component of a required mathematics class for pre-service teacher candidates. Participants in the study were trained on the use of simSchool, completed numerous simulations, and answered questions on those simulations. The self-efficacy of participants was measured by a pre-and posttest using the Teacher Sense of Efficacy Scale (TSES). Participants reflected on their experiences in an open-ended questionnaire. This paper focuses on the analysis of the quantitative data used to measure self-efficacy. Topics addressed include the self-efficacy of classroom management, instructional strategies, and student engagement as well as overall self-efficacy.

Citation

Ledet, J., Hinson, J., Lawson, A. & Diack, M. (2015). The Impact of simSchool on Self-Efficacy of Pre-Service Teachers Enrolled in a Mathematics Class. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 798-802). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .

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