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Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes
Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes
Boise State University Theses and Dissertations
Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings …
Exploring The Self-Efficacy And Perceptions Of Virtual Mentoring Of Teachers Participating In A New Teacher Induction Program, Katie Peila
Boise State University Theses and Dissertations
Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This …
Pre-Service Teachers’ Perceptions Of Their Abilities For Technology Integration: A Mixed Methods Case Study, David James Mulder
Pre-Service Teachers’ Perceptions Of Their Abilities For Technology Integration: A Mixed Methods Case Study, David James Mulder
Boise State University Theses and Dissertations
This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of how those abilities developed. The case that was investigated in this study is the teacher preparation program at a small comprehensive college located in the upper Great Plains region of the United States. Utilizing a convergent parallel mixed-methods design, both a survey as well as semi-structured interviews provided data to understand pre-service teachers’ perceptions of their preparation for technology integration. The TPACK framework for technology integration (Mishra & Koehler, 2006) and self-efficacy theory (Bandura, 1986, …