Simulation training - a boost for pre-service teachers’ efficacy beliefs

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Fältnamn	Indikatorer	Metadata
000		03668naa a2200445 4500
001		oai:DiVA.org:liu-182674
003		SwePub
008		220201s2022 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1826742 URI
024	7	a https://doi.org/10.1016/j.caeo.2022.1000742 DOI
040		a (SwePub)liu
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Samuelsson, Marcus,d 1967-u Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap4 aut0 (Swepub:liu)marsa06
245	1 0	a Simulation training - a boost for pre-service teachers’ efficacy beliefs
264	1	a Oxford, United Kingdom :b Elsevier,c 2022
338		a electronic2 rdacarrier
520		a The purpose of this study was to examine how two kinds of teaching training can affect preservice teachers’ efficacy beliefs in teaching mathematics and conducting classroom management. The preservice teachers practised teaching either for three hours with avatar in a simulation followed by three weeks of fieldwork or for three hours with peers in seminars followed by three weeks of fieldwork. The avatar training and the peer training were combined with feedback from fellow preservice teachers and two experts. The results show that the efficacy beliefs of the preservice teachers who practised with avatars in the simulation were significantly higher than for those who practised with peers. The avatar training gave a boost effect before the fieldwork for one group of preservice teachers. Possible reasons for this might be that training with avatars enables students to experience the four factors highlighted by Bandura: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. Thus, the results indicate that short periods of intense training with avatars combined with feedback from experts can enhance students’ efficacy beliefs significantly. In this sense, simulation training seems to help preservice teachers to become better prepared and confident during their fieldwork.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Didaktik0 (SwePub)503022 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Didactics0 (SwePub)503022 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogiskt arbete0 (SwePub)503042 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogical Work0 (SwePub)503042 hsv//eng
653		a Boost effect
653		a Efficacy beliefs
653		a Feedback
653		a Pre-service teachers
653		a Simulation training
700	1	a Samuelsson, Joakim,d 1967-u Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap4 aut0 (Swepub:liu)joasa80
700	1	a Thorsten, Anja,d 1974-u Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap4 aut0 (Swepub:liu)anjth47
710	2	a Linköpings universitetb Pedagogik och didaktik4 org
773	0	t Computers and Education Opend Oxford, United Kingdom : Elsevierg 3q 3x 2666-5573
856	4	u https://doi.org/10.1016/j.caeo.2022.100074y Fulltext
856	4	u https://liu.diva-portal.org/smash/get/diva2:1634163/FULLTEXT01.pdfx primaryx Raw objecty fulltext:print
856	4	u https://doi.org/10.1016/j.caeo.2022.100074
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-182674
856	4 8	u https://doi.org/10.1016/j.caeo.2022.100074

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