Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey

dc.contributor.advisorChairperson, Graduate Committee: Lynn Kelting-Gibson.en
dc.contributor.authorAudet, Kimberly Kateen
dc.date.accessioned2015-05-21T14:41:05Z
dc.date.available2015-05-21T14:41:05Z
dc.date.issued2014en
dc.description.abstractEducation is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described in Danielson's Framework for Teaching (FFT) (2007). The description of the responsibilities of teachers to impact student achievement can often be found in performance expectations of P-12 teachers (Danielson, 2007). Teacher education programs must develop teachers who are ready and able to take on the responsibilities expected in twenty-first-century classrooms to make an impact on student success. The focus of this research is on the validity and reliability of an instrument created to measure effective teacher efficacy of pre-service teachers. The research first examines the alignment of the FFT and InTASC (Interstate Teacher Assessment and Consortium) standards to better understand effective teaching in P-12 schools and pre-service teacher development. An instrument aligned to the FFT was created to measure the effective teacher efficacy of pre-service teachers. The focus of the research was to test the validity and reliability of the survey. The understandability and expert review analysis was conducted in the research. The survey was administered to 216 pre-service teachers. Principal component analysis was conducted on the data, and the factor model's internal consistency and reliability was strong. Seven components emerged in the factor structure. The coefficient alpha for all seven factors was high (Classroom Environment, Professional Responsibilities, Student-Centered Assessments, Critical Thinking, Unanticipated Changes in Plans, Student-Centered Planning, and Connections in Planning). The factors of Classroom Environment and Professional Responsibilities aligned to the FFT. The other five factors that emerged focused on various elements of planning, preparation, and instruction. This research recommends using the instrument that was developed to inform pre-service teacher development as a reflective tool for pre-service teachers and as a way to improve teaching and learning in teacher education programs.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/8769en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.rights.holderCopyright 2014 by Kimberly Kate Audeten
dc.subject.lcshStudent teachers--Attitudesen
dc.subject.lcshSurveysen
dc.subject.lcshTeachers--Rating ofen
dc.titleAssessing pre-service teacher beliefs : development of the effective teacher efficacy surveyen
dc.typeDissertationen
thesis.catalog.ckey2719490en
thesis.degree.committeemembersMembers, Graduate Committee: Doug Downs; Sarah Schmitt-Wilson; Patrica Ingraham; Joyce Herbeck; Nick Lux.en
thesis.degree.departmentEducation.en
thesis.degree.genreDissertationen
thesis.degree.nameEdDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage144en

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