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The Relationship between Participation in a Blended Learning Environment and Teacher Self-Efficacy
PROCEEDINGS

, , , , The Ohio State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

A study was conducted to examine the relationship between first-year teachers’ self-efficacy and their participation in a blended learning environment (BLE) designed to positively influence development of mathematics content knowledge, development of pedagogical content knowledge, and teacher retention. Teachers who participated in the BLE under study, on average, reported higher levels of self-efficacy and reported greater gains in self-efficacy scores than teachers who did not participate in the BLE. Study findings suggest that with careful planning, collaboration, and restructuring, a teacher education BLE may be a distributed context for supporting development of teachers’ sense of self-efficacy.

Citation

Anthony, A.B., Gimbert, B., Fultz, D. & Parker, R. (2011). The Relationship between Participation in a Blended Learning Environment and Teacher Self-Efficacy. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4517-4523). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2021 from .

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