Complete Schedule
The Changes of Preservice Teachers' Self-Efficacy in Teaching Students With Special Needs Through a Collaborative Course
Presentation Type
Oral Presentation (Electronic Copy Not Available)
Keywords
Student teachers--Indonesia--Training of; Self-efficacy--Indonesia;
Abstract
This action research determines, for the first time, the improvement of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of classroom observations, and open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy improved significantly (t34= -2.159, p < 0.05), especially in efficacy for instructional strategies before (M=2.98, SD=0.59) and after (M=3.29, SD=0.66). The qualitative data also supported this finding based on three cases of preservice teachers with different genders, previous experiences, and attitudes toward students with learning problems. Furthermore, several recommendations for future collaborative courses and directions for future research are discussed.
Start Date
3-4-2018 1:00 PM
End Date
3-4-2018 4:00 PM
Faculty Advisor
Curtis Nielsen
Department
Department of Educational Leadership and Postsecondary Education
Copyright
©2018 Pujaningsih Pujaningsih
Embargo Date
3-30-2018
The Changes of Preservice Teachers' Self-Efficacy in Teaching Students With Special Needs Through a Collaborative Course
This action research determines, for the first time, the improvement of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of classroom observations, and open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy improved significantly (t34= -2.159, p < 0.05), especially in efficacy for instructional strategies before (M=2.98, SD=0.59) and after (M=3.29, SD=0.66). The qualitative data also supported this finding based on three cases of preservice teachers with different genders, previous experiences, and attitudes toward students with learning problems. Furthermore, several recommendations for future collaborative courses and directions for future research are discussed.
