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

  1. Anika Anthony, The Ohio State University, United States
  2. Belinda Gimbert, The Ohio State University, United States
  3. David Fultz, The Ohio State University, United States
  4. Rebecca Parker, The Ohio State University, United States
Monday, March 5 5:35-5:55 PM Capitol A

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.