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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
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
FullText Text:
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  Data: 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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      – Text: English
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        PageCount: 262
    Subjects:
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Self Concept Measures
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      – SubjectFull: Field Experience Programs
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      – SubjectFull: Teachers Sense of Efficacy Scale
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