Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

被引：1

作者：

Chaves-Barboza, Eduardo ^{[1
]}

Sola-Martinez, Tomas ^{[2
]}

Marin-Marin, Jose-Antonio ^{[3
,4
]}

Sanz-Prieto, Mariano ^{[5
]}

机构：

[1] Natl Univ Costa Rica, Dept Educol, Heredia 863000, Costa Rica

[2] Univ Granada, Fac Ciencias Educ, E-18071 Granada, Spain

[3] Univ Granada, Dept Didact, E-18071 Granada, Spain

[4] Univ Granada, Sch Org, E-18071 Granada, Spain

[5] Univ Autonoma Madrid, Dept Didact & Theory Educ, E-28049 Madrid, Spain

来源：

EDUCATION SCIENCES | 2019年 / 9卷 / 03期

关键词：

self-efficacy; initial teacher training; university education; PRESERVICE TEACHERS; CLASSROOM MANAGEMENT; LEARNING-STRATEGIES; EDUCATION TEACHERS; TEACHING BEHAVIOR; BELIEFS; ATTITUDES; PRESCHOOL; STUDENTS; SCALE;

D O I：

10.3390/educsci9030188

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article carries out a comparison of the self-efficacy of teachers in initial training, between the populations of two universities. A questionnaire with two Likert scales is applied in two samples, 836 subjects from the Universidad Nacional (Costa Rica) and 588 from the Universidad de Granada (Spain). The data is reviewed by means of descriptive and inferential statistics (95% confidence interval), correlation tests (Kendall tau correlation coefficient) and variance analysis (Mann-Whitney U test and Kruskal-Wallis H test). The results indicate that both populations show high levels of self-efficiency during their initial training, where the self-perceived capacity to pay attention to the explanations and instructions of the teachers excels. Meaningful differences are observed with getting ahead with difficult situations, doing the extra-class tasks and having motivation in the less interesting classes.

引用

页数：13

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