The impact of online teaching videos on the development of self-efficacy beliefs of Canadian preservice teachers PROCEEDINGS
Thierry Karsenti, University of Montreal, Canada ; Diane Lataille-Demore, Michel Demore, Laurentian University, Canada ; Sophie Goyer, Denis Aube, University of Montreal, Canada
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
One of the major challenges in teacher training programs is the gap between the theory that is presented to pre-service teachers and actual classroom practice. Many researchers, educators, and preservice teachers have emphasized the difficulty of linking theory and practice in teacher education programs. The purpose of this study is to better understand the impact of online teaching videos on the development of self-efficacy beliefs of preservice teachers. Over 400 student teachers participated in this study. Focus groups, individual interviews, and statistical analyses were conducted to assess the impact of online teaching videos. Our results reveal that online videos indeed impact the self-efficacy beliefs of preservice teachers. Moreover, detailed qualitative analyses reveal which elements in the videos are most appreciated. These results have important implications for teacher trainers, school principals, and policy makers.
Karsenti, T., Lataille-Demore, D., Demore, M., Goyer, S. & Aube, D. (2010). The impact of online teaching videos on the development of self-efficacy beliefs of Canadian preservice teachers. In Z. Abas et al. (Eds.), Proceedings of Global Learn 2010 (pp. 856-864). AACE.
© 2010 AACE