Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer f...

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Autores principales:	Aaron M. Clark, Jeffrey R. Raker
Formato:	article
Lenguaje:	EN
Publicado:	Indiana University Office of Scholarly Publishing 2021
Materias:	Peer-Led Team Learning teaching self-efficacy teaching and learning beliefs Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/86d54384c2bc47e09f25033443502993
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spelling	oai:doaj.org-article:86d54384c2bc47e09f250334435029932021-11-10T21:56:08ZDevelopment and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies1527-9316https://doaj.org/article/86d54384c2bc47e09f250334435029932021-10-01T00:00:00Zhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/29120https://doaj.org/toc/1527-9316 Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators. Aaron M. ClarkJeffrey R. RakerIndiana University Office of Scholarly PublishingarticlePeer-Led Team Learningteaching self-efficacyteaching and learning beliefsTheory and practice of educationLB5-3640ENJournal of the Scholarship of Teaching and Learning, Vol 21, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer-Led Team Learning teaching self-efficacy teaching and learning beliefs Theory and practice of education LB5-3640
spellingShingle	Peer-Led Team Learning teaching self-efficacy teaching and learning beliefs Theory and practice of education LB5-3640 Aaron M. Clark Jeffrey R. Raker Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
description	Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.
format	article
author	Aaron M. Clark Jeffrey R. Raker
author_facet	Aaron M. Clark Jeffrey R. Raker
author_sort	Aaron M. Clark
title	Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
title_short	Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
title_full	Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
title_fullStr	Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
title_full_unstemmed	Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
title_sort	development and evaluation of scales for measuring self-efficacy and teaching beliefs of students facilitating peer-supported pedagogies
publisher	Indiana University Office of Scholarly Publishing
publishDate	2021
url	https://doaj.org/article/86d54384c2bc47e09f25033443502993
work_keys_str_mv	AT aaronmclark developmentandevaluationofscalesformeasuringselfefficacyandteachingbeliefsofstudentsfacilitatingpeersupportedpedagogies AT jeffreyrraker developmentandevaluationofscalesformeasuringselfefficacyandteachingbeliefsofstudentsfacilitatingpeersupportedpedagogies
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Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

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