Effect of Critical Thinking Skills Instruction on Preservice Teachers' Self-Efficacy Levels
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| Title: | Effect of Critical Thinking Skills Instruction on Preservice Teachers' Self-Efficacy Levels |
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| Language: | English |
| Authors: | Kelly Elizabeth McDougal Lomax |
| Source: | ProQuest LLC. 2022Ed.D. Dissertation, The University of West Florida. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 262 |
| Publication Date: | 2022 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Critical Thinking, Thinking Skills, Preservice Teachers, Self Efficacy, Teaching Methods, Teacher Education Programs, Self Concept Measures, Field Experience Programs |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| ISBN: | 979-88-417-9598-8 |
| Abstract: | Most schools in the United States report annual teacher shortages. Without teacher instruction, the stability of education and students' future is in jeopardy. Low self-efficacy is one possible cause of the teacher shortage. Preservice teachers report low self-efficacy during field experience in teacher preparation programs. This quantitative quasi-experimental study investigated the effect of critical thinking instruction on preservice teachers' self-efficacy. The study was conducted at a Southeastern United States university with consenting adults enrolled in the next-to-last semester of a teacher preparation program. Bandura's self-efficacy theory provided a theoretical framework, specifically the constructs of vicarious and mastery experiences. A sample of 43 preservice teachers completed the Teachers' Sense of Efficacy Scale-Long Form assessment instrument. One-way ANOVA data analysis showed a statistically significant difference between treatment and nontreatment groups' posttest, F(1, 41) = 7.52, p = 0.009. Two of the three subfactors of the instrument were statistically significant: classroom management, F(1, 41) = 7.30, p = 0.01, and instructional strategies, F(1, 41) = 7.74, p = 0.008. The results indicate teacher preparation coursework focused on critical thinking instruction, classroom management, and instructional strategies may improve preservice teachers' self-efficacy. The study's implications include establishing a policy to monitor critical thinking in teacher preparation programs, adding to literature to support the connection between critical thinking and self-efficacy, and including more training in critical thinking and self-efficacy in professional practice. Future research may replicate the study at other universities to determine the effect of critical thinking skills instruction on preservice teachers' self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29322151 |
| Accession Number: | ED647140 |
| Database: | ERIC |
| Abstract: | Most schools in the United States report annual teacher shortages. Without teacher instruction, the stability of education and students' future is in jeopardy. Low self-efficacy is one possible cause of the teacher shortage. Preservice teachers report low self-efficacy during field experience in teacher preparation programs. This quantitative quasi-experimental study investigated the effect of critical thinking instruction on preservice teachers' self-efficacy. The study was conducted at a Southeastern United States university with consenting adults enrolled in the next-to-last semester of a teacher preparation program. Bandura's self-efficacy theory provided a theoretical framework, specifically the constructs of vicarious and mastery experiences. A sample of 43 preservice teachers completed the Teachers' Sense of Efficacy Scale-Long Form assessment instrument. One-way ANOVA data analysis showed a statistically significant difference between treatment and nontreatment groups' posttest, F(1, 41) = 7.52, p = 0.009. Two of the three subfactors of the instrument were statistically significant: classroom management, F(1, 41) = 7.30, p = 0.01, and instructional strategies, F(1, 41) = 7.74, p = 0.008. The results indicate teacher preparation coursework focused on critical thinking instruction, classroom management, and instructional strategies may improve preservice teachers' self-efficacy. The study's implications include establishing a policy to monitor critical thinking in teacher preparation programs, adding to literature to support the connection between critical thinking and self-efficacy, and including more training in critical thinking and self-efficacy in professional practice. Future research may replicate the study at other universities to determine the effect of critical thinking skills instruction on preservice teachers' self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-88-417-9598-8 |
