جستجوی مقالات مرتبط با کلیدواژه « teaching self-efficacy » در نشریات گروه « علوم تربیتی »

Much attention has not been paid to educational design in the studies conducted on MOOC, and the research results regarding the weakness of instructional design require special attention to be paid to the issue of the principles of instruction in MOOC. Therefore, the aim of this research was to determine the Effectiveness of Massive open online course (MOOC) based on the First principles of instruction on learning and teaching self-efficacy. In this research, a quasi-experiment with a pre-test-post-test design with a control group was used. All the registrants in the MOOC were the statistical population of this research, and using the available sampling method, the number of 200 participants in the course (100 in each course) were the sample of this research. The implementation process was as follows. First, the pre-test of learning (created by the researcher) and teaching self-efficacy (Schanen et al., 2001) was conducted; Then, a test titled "teaching skills" based on the basic principles of instruction was implemented for the experimental group and in the usual way for the control group, and finally, the post-test of learning and teaching self-efficacy of the course was implemented; The results of the covariance showed that the use of the first principles of instruction in MOOC has a positive and significant effect on the learning rate (p<0.001) and teaching self-efficacy (p<0.001). Therefore, it is suggested to pay attention to the First principles of instruction in the instructional design of MOOCs, which will improve the learning and teaching self-efficacy in MOOCs.

This research was conducted with the aim of predicting job conflict based on lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills. The descriptive research method was correlation type. The statistical population of the study included 396 elementary school teachers of Kohnani city, 200 of whom were selected as a sample using stratified random sampling. In order to collect data, the questionnaire of job engagement, lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills were used. The content validity and reliability of the questionnaires were obtained as 0.85, 0.90, 0.79, 0.89, and 0.82, respectively, and for data analysis, descriptive statistics methods (prevalence, mean, standard deviation) were used. and inferential statistics methods (normality tests, Pearson correlation coefficient and stepwise multiple regression) were used under spss software version 23. The results of data analysis showed that there is a significant relationship between curriculum planning literacy and job involvement, between teaching self-efficacy and job involvement, between transformative teaching and job involvement, and between communication skills and job involvement, and the components of lesson planning literacy, transformative teaching, teaching self-efficacy and Communication skills have the power to predict job engagement. The general result is that lesson planning literacy, transformational teaching, teaching self-efficacy and communication skills are among the variables that affect teachers' job involvement, and it is necessary for researchers in the field of education to have a special look at these variables.

The aim of this study was to evaluate the effect of teaching of successful intelligence components on student teachers performance in Internships curriculum. For this study, 30 student teachers in both experimental and control groups in terms of internship courses in the academic year 1393-94 Farhangyan University, Center of Higher Education Imam Sadeq of Behbahan With random sampling method were selected. Before and after teaching the components of successful intelligence, using the Tschannen-Moran and Woolfolk Hoy teaching self-efficacy scale, and Watson-Glaser Critical Thinking questionnaires, two variables critical thinking and teaching self-efficacy were studied. Analysis of covariance showed that teaching components of successful intelligence, increases critical thinking and teaching self-efficacy to students as the main objectives of internship curriculum; In addition, The academic performance of students in internship courses increased by teaching the components of successful intelligence.

The purpose of this census descriptive – correlation study was to evaluate the teaching effectiveness of all faculty members at Campus of Agriculture and natural Resources, Razi University (N=58). The tool used in this study was a questionnaire whose validity and reliability was estimated by a panel of experts and Cronbach's alpha. Results revealed that in general, faculties had a high teaching effectiveness. Their effectiveness in teaching-learning strategies was higher than other areas. They had a high effectiveness in laboratory management and practical operations, but they were modestly effective in classroom and training courses management. Based on path analysis, hours of study in the field of profession had the highest influence in teaching effectiveness. Job satisfaction, teaching experience, self-confidence and the number of research projects were other important determinants of teaching effectiveness by the faculties.