The Relationship between Participation in a Blended Learning Environment and Teacher Self-Efficacy

ID: 32153 Type: Brief Paper
  1. Anika Anthony, Belinda Gimbert, David Fultz, and Rebecca Parker, The Ohio State University, United States

Wednesday, March 9 12:10-12:30 PM

No presider for this session.

A study was conducted to examine the relationship between first-year teachers’ self-efficacy and their participation in a blended learning environment (BLE) designed to positively influence development of mathematics content knowledge, development of pedagogical content knowledge, and teacher retention. Teachers who participated in the BLE under study, on average, reported higher levels of self-efficacy and reported greater gains in self-efficacy scores than teachers who did not participate in the BLE. Study findings suggest that with careful planning, collaboration, and restructuring, a teacher education BLE may be a distributed context for supporting development of teachers’ sense of self-efficacy.

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