Literaturnachweis - Detailanzeige
| Autor/in | Flores, Susan |
|---|---|
| Titel | Building Teacher Efficacy through Peer Observations |
| Quelle | (2023), (96 Seiten)
PDF als Volltext Ed.D. Dissertation, Wilmington University (Delaware) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-5526-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Teachers; Peer Evaluation; Observation; Teacher Evaluation; Teacher Effectiveness; Self Efficacy; Relationship; Feedback (Response); Delaware |
| Abstract | Teacher self-efficacy refers to a belief that educators have the capability to impact student outcomes. This paper explores the relationship between peer observation with feedback and its potential impact on building teacher self- efficacy. Due to the effect on students, building teacher self-efficacy needs to take priority for all educators. Previous research has found that teacher self-efficacy predicts teachers' implementation of innovative programs and student achievement. The overarching focus of this study is examining the connection between video peer observation with feedback and impact teacher self-efficacy. This study began in the fall of 2022 and was completed in December of 2022 with eighteen teachers who participated in video peer observations with feedback in the state of Delaware. Results obtained did not show statistical significance for this study; however, suggestions for future research and implications derived from the body of work are discussed. [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.] (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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