Monday, March 5
5:35-5:55 PM
CEST
Capitol A

Blended Learning to Support Alternative Certification: Self-Efficacy Effects and Implications for Instructional Design

Brief Paper ID: 35604
  1. aaa
    Anika Anthony
    The Ohio State University
  2. Belinda Gimbert
    The Ohio State University
  3. David Fultz
    The Ohio State University
  4. Rebecca Parker
    The Ohio State University

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

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