Blended Learning to Support Alternative Certification: Self-Efficacy Effects and Implications for Instructional Design
Abstract: A study was conducted to examine the relationship between first-year teachers’ self-efficacy and their participation in e-Coaching designed to positively influence development of pedagogical content knowledge and teacher retention. Teachers who most frequently participated in e-Coaching, on average, reported a greater annual gain in self-efficacy than teachers who participated in e-Coaching less frequently. Study findings suggest that with careful planning and collaboration, e-Coaching can be used as a virtual and distributed context for supporting beginning teachers’ self-efficacy development.
Presider: Chieu Vu-Minh, University of Michigan