Self-Efficacy of Pre-service Early Childhood Teachers Participating in an Online Environment versus a Traditional College Setting
Abstract: This study will attempt to determine whether there are differences in the levels of self-efficacy and measures of performance between the group of students who primarily receive most of their first two years of instruction in a traditional face-to-face and the last two years in an online learning environment as compared to those who receive all four years of instruction in a traditional face-to-face college setting. This study will also examine teacher candidates’ perceptions of the factors that impact their levels of self-efficacy and supports they believe would be helpful in developing and sustaining their self-efficacy.
Presider: Noga Magen- Nagar, Gordon College of Education