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The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

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The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

Rechten: Alle rechten voorbehouden

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This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting a teacher competence framework. Factor loadings of the bifactor model evidenced the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, having teaching experiences a further differentiation takes place to a partly differentiated sense of teacher efficacy. Logistic regression analysis revealed that the measure succeeds in predicting students' first-year outcomes and delivered evidence for the diagnostic value of the scale.

OrganisatieFontys Hogescholen
InstituutFontys Hogeschool Pedagogiek
Gepubliceerd inStudies in Educational Evaluation Elsevier Ltd., Vol. 39, Uitgave: 3, Pagina's: 169-179
Jaar2013
TypeArtikel
ISSN0191-491X
TaalEngels

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