Self Confidence and Teaching Competency Research Papers (original) (raw)

In PIRLS 2021, New Zealand teachers were presented with a series of statements designed to
gauge their confidence using various instructional practices when teaching reading. Their
responses to the statements have been summarised into a single measure of confidence, which is
considered together with teachers’ background and experience, decisions they made to employ
different organisational approaches, and how often language skills were taught. The findings,
albeit limited to the teachers of Year 5 students in PIRLS, suggest a link between confidence and
the emphasis on areas of study as part of their formal education. There is also evidence of some
instructional practices being used more often during reading instruction by teachers with greater
confidence. It is recommended that the results feed into the development of additional questions
for the national version of the PIRLS 2026 Teacher Questionnaire that focus on knowledge of and
preparedness to teach language concepts and skills. There would be some benefit to investigate
further the core content of initial teacher education programmes

- by James Donnelly
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- Education, Teacher Education, Science Education, Mathematics Education

Practice Teaching is an integral part of the teacher education program. Pre-service Teachers are deployed to the school to train and apply the knowledge and skills they learned during 1st year to 3rd year and apply what they have observed during Field study in the real classroom setup. Despite of 3 years of equipping the pre-service in both knowledge and skills, anxiety is inevitable and one of many disquiets they will experience. The researchers utilize a mixed method that aims to find the relationship of 4th Year BEED AND BECED Pre-service Teachers Teaching Anxiety and Teaching Confidence. The study used quantitative and qualitative, Quantitative data is collected using survey instruments: STAS (Student-Teacher Anxiety Scale) a modified questionnaire, adopted from Akinsola (2014) and Teaching Confidence Scale a modified questionnaire, adopted from Hoi and Spero (2005), and for qualitative data the researchers constructed one open ended questionnaire to support the results of the STAS AND Teaching Confidence Scale questionnaire. The paper utilized Statistical Package for the Social Sciences (SPSS) software to treat the gathered data with the use of the following statistical tools: frequency distribution and percentage, Pearson-r with an alpha of 0.05. The study showed that Pre-Service Teaching Anxiety does not affect Pre-Service Teaching Confidence of 4th Year BECED and BEED. The result of the study revealed that there is no significant relationship between Teaching anxiety and Teaching confidence.

- by Caryl Joyce Iroy and +3
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- Preservice Teachers, Field Study, Teaching Anxiety, Self Confidence and Teaching Competency
- by James Donnelly
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- Education, Teacher Education, Science Education, Mathematics Education
- by Taryn Axelsen
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- Mathematics Education, Numeracy

Many teachers and pre-service teachers of mathematics lack experience with teaching methods, such as mathematical modelling, that require a conceptual learning and problem solving approach. To address this problem, this paper presents a study of a method – the Enhancement, Learning, Reflection (ELR) process – that has been designed to improve preservice students’ confidence in teaching mathematics, with a particular focus on the use of modelling as a teaching method. Results from the case study show that the PST participants involved in the ELR process did indeed experience an increase in confidence in their ability to present the modelling concept to a classroom of high school students.

- by Taryn Axelsen
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- Education, Mathematics Education, Teaching method
- by Amanda Scott
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- Education, Teacher Education, Mathematics Education, Problem Based Learning

This project is designed to improve mathematics and science teaching in Australian schools by engaging pre-service teachers with the mathematics and science that underpins everyday life in Australian regional communities. The project draws together the strengths of university mathematicians, scientists, and specialist educators to enhance the higher education mathematics and science education curriculum framework by grounding it in the practical contexts that are an integral part of our daily lives. In so doing, 'It's part of my life' addresses two critical issues in mathematics and science education: lack of teacher confidence, and lack of student interest. Along with a flexible and adaptive, scalable model for embedding real-world contexts and related teaching strategies into curriculum, project outcomes include an open educational resource of evaluated and documented real-life scenarios for inclusion in curriculum across all educational levels, tools for evaluating ne...

- by Marion Norton
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- by Linda Galligan
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Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and Reflection Module in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with PSTs indicate that the module positively engages participants, PSTs, university scientists and specialist educators. The module and its iterations appear to be effective in grounding PST education in targeting regional contexts relevant to the daily lives of bo...

Reflective practice in mathematical teaching improves teaching skills and confidence. This paper investigates affect-based critical moments as a reflective practice for pre-service teaching. An embedded case study is presented by one regional university as a discovery into the reflective phase of the Enhancement-Learning-Reflection process to uncover the types of emotions and themes from student chosen critical moments. An analysis of these critical moments found students’ expressed mainly positive emotions combined with the negative emotion of anxiety. Themes emerged around pedagogical content knowledge: teaching strategies; student thinking; and appropriate mathematical content knowledge.

- by Linda Galligan
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- by Rachel Sheffield
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Motivated and well-trained science and mathematics teachers are a
requirement for sustaining an industrialised economy. The Australian
government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and Reflection Module in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the
value of the iterative process. Results from small-scale trials with PSTs indicate that the module positively engages participants, PSTs, university scientists and specialist educators. The module and its iterations appear to be effective in grounding PST education in targeting regional contexts relevant to the daily lives of both PSTs and their classroom students.

- by Tony Yeigh and +1
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- STEM Education, Initial teacher education, Self Confidence and Teaching Competency
- by Kumar Yelamarthi and +4
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- Robotics, Instructional Design, Educational Technology, Teacher Education