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

ID: 35604 Type: Brief Paper
  1. Anika Anthony, Belinda Gimbert, David Fultz, and Rebecca Parker, The Ohio State University, United States

Monday, March 5 5:35-5:55 PM Location: Capitol A View on map

Presider: Chieu Vu-Minh, University of Michigan, United States

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.


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