Title: Student teacher self-efficacy and student perceptions of assessment in competence-based education
Authors: van Dinther, Martinus
Issue Date: 4-Jun-2015
Abstract: Teacher self-efficacy or “teachers’ beliefs in their ability to havea positive effect on student learning” (Ashton, 1985, p. 142), has beenevidenced as affecting student achievement, motivation and attitude towards school. Therefore, enhancing student teacher self-efficacy should be high on the agenda of teacher educational programmes. The core goal ofthis doctoral thesis is to provide evidence for how assessment in a competence-based teacher education programme influences student teacher self-efficacy and in turn teacher competences. In the first study (chapter 2), we addressed the question: which are the factors shown to affect the self-efficacy of students within higher educational settings? Our review study indicated the effectiveness in enhancing students’ self-efficacy of intervention programmes implementing enactive mastery experiences and social persuasion. With respect to a third source of self-efficacy ; vicarious experiences, the results of former studies are inconclusive. These results are the basis for studies three and four. Wederived from the aforementioned influencing self-efficacy sources two instructional factors that are expected to strongly influence student teacher beliefs in their teacher competence: authenticity of the assessment(enactive mastery experiences) and feedback provided during assessment (social persuasion). However, in order to be able to measure the influence of both instructional factors on student teachers’ self-efficacy, and taking into account the context-specificity of the construct self-efficacy, we developed a self-efficacy measure. The purpose of this instrument is to diagnose student teachers’ self-efficacy for six competence aspects (interpersonal competence, pedagogical competence, subject knowledge and methodological competence, organisational competence, competence in collaboration with colleagues, competence in reflection and development) as well as to predict student teachers’ learning outcomes with respect to the six competence aspects. In the second study (chapter 3), we presented the results of the validation of this self-efficacy measure. The construct validity results delivered evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting the teacher competence framework. This finding supports the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, after having had teaching experiences a further differentiation of teacher self-efficacy takes place.Furthermore, the predictive validity of the self-efficacy measure was confirmed. Student teacher self-efficacy subscales, as well as the measure as a whole, succeed in predicting student learning outcomes on all thesix teacher competence aspects. In the third study (chapter 4), we investigated the core question of this dissertation, the interplay between student teachers’ self-efficacy, outcomes in terms of teacher competence and their perceptions of authenticity of the assessment and feedback provided. The findings indicated that student perceptions of the authenticity of the form of the assessment (i.e. requiring students to create a quality product or observable performance in a real-life situation) predict students’ self-efficacy in the six teacher competence aspects. Moreover, the quality of the feedback provided (i.e. thatit is understandable and learning focused feedback that is linked to the task and criteria), predicts students’ beliefs in their competence relating to pedagogical, subject knowledge and methodological, collaboration with colleagues and reflection and development. In addition, self-efficacy mediates the relation between both aforementioned assessment factors and the six teacher competence aspects. The fourth study (chapter 5) built further on some of the earlier found relationships in the former quantitative study and aimed to obtain an in-depth view onhow student teachers’ assessment experiences contribute to their self-efficacy. The results of the standardised open-ended interviews with student teachers revealed how different aspects of the authenticity of the assessment and feedback provided, exert a positive influence on students’self-efficacy during the different phases of the portfolio competence assessment. The findings also provide a fine-grained view of several types of self-efficacy information connected with the phases of portfoliocompetence assessment. In general, the findings confirm the role of mastery experiences, social persuasion and physiological and affective experiences as important sources of self-efficacy.nbsp;
ISBN: 978-90-9028446-0
Publication status: published
KU Leuven publication type: TH
Appears in Collections:Professional Learning & Development, Corporate Training and Lifelong Learning

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