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Record identifier : 566347
Personal Name - Primary Intelectual Responsibility : McDiarmid, Patricia Lynch
Title and statement of responsibility : The effect of online mentoring on teacher self-efficacy of preservice physical education teachers during initial field-based teaching settings [Thesis]
Publication, Distribution,Etc. : Johnson & Wales University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Johnson & Wales University
Summary or Abstract : This study was designed to investigate whether a web-based mentoring support system using threaded discussion and e-mail formats within a virtual classroom impacted levels of preservice physical education teacher self-efficacy during a 14-week field-based assignment. The literature supports that assorted mentoring models appear to be effective in providing initial support as teachers enter the profession. Mentoring is one means to address the impending reality of severe teacher shortages evidenced by the fact that up to one-third of new teachers leave the profession within the first 3 years (Feiman-Nemser, 2001; Schwalbe, 2001; Tye & O'Brien, 2002). Employing a mixed methods design, one group of teachers ( n = 20) received an online mentored experience, while another group ( n = 21) in a separate semester did not. Research questions posed were: (1) To what extent does participation in an online community with continuous mentoring-type support practices affect a preservice educator's self-efficacy levels with respect to student engagement, instructional practices, or classroom management during initial field-based school settings? (2) Which online support practices/communication tools are associated with the largest increases in self-efficacy for preservice teachers enrolled in initial field-based school settings with respect to student engagement, instructional practices, or classroom management?.
Information of biblio record : TL
 
 
 
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