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Blended Learning to Support Alternative Certification: Self-Efficacy Effects and Implications for Instructional Design
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, , , , The Ohio State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 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 e-Coaching designed to positively influence development of pedagogical content knowledge and teacher retention. Teachers who most frequently participated in e-Coaching, on average, reported a greater annual gain in self-efficacy than teachers who participated in e-Coaching less frequently. Study findings suggest that with careful planning and collaboration, e-Coaching can be used as a virtual and distributed context for supporting beginning teachers’ self-efficacy development.

Citation

Anthony, A., Gimbert, B., Fultz, D. & Parker, R. (2012). Blended Learning to Support Alternative Certification: Self-Efficacy Effects and Implications for Instructional Design. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1640-1643). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 31, 2021 from .

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