Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
FrancoAngeli Journals

Saggi e ricerche

V. 6 N. 1 (2021): Strumenti di indagine, pratiche di scholarship e approcci riflessivi per promuovere apprendimento e miglioramento continuo

La Self-Efficacy del Docente Universitario in Situazione di Emergenza Covid-19

DOI
https://doi.org/10.3280/exioa1-2021oa12065
Inviata
18 giugno 2021
Pubblicato
25-06-2021

Abstract

Le convinzioni che i docenti universitari possiedono sulla propria Self-Efficacy influenzano non solo il loro modo di lavorare, ma soprattutto gli esiti di apprendimento e il senso di autoefficacia dei loro studenti. La percezione di autoefficacia dei docenti nella didattica a distanza assume un ruolo ancora più importante in situazione di emergenza Covid-19. Il presente contributo indaga tale costrutto in un campione di 50 docenti universitari dell’Università degli Studi di Palermo, rilevando l’eventuale incidenza di variabili quali le esperienze pregresse di insegnamento nell’ambito della didattica a distanza e l’autoefficacia nell’utilizzo di tecnologie didattiche.

Riferimenti bibliografici

  1. Abali Ozturk, Y., & Sahin, C. (2015). Determining the relationships between academic achievement, self-efficacy and attitudes towards maths. The Journal of Academic Social Science Studies, 31(2), 343-366. doi: 10.9761/JASSS2621.
  2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  3. Benigno, V., Chifari, A., & Chiorri, C. (2014). Adottare le tecnologie a scuola: una scala per rilevare gli atteggiamenti e le credenze degli insegnanti. Italian Journal of Educational Technology, 22(1), 59-62. doi: 10.17471/2499-4324/82.
  4. Biasi, V., Domenici, G., Patrizi, N., & Capobianco, R. (2014). Teacher Self-Efficacy Scale (Scala sull’auto-efficacia del Docente–SAED): adattamento e validazione in Italia. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 10, 485-509. doi: 10.7358/ecps-2014-010-bias.
  5. Cassidy, S., & Eachus, P. (2002). Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of educational computing research, 26(2), 133-153. doi: 10.2190/JGJR-0KVL-HRF7-GCNV.
  6. Corry, M., & Stella, J. (2018). Teacher self-efficacy in online education: a review of the literature. Research in Learning Technology, 26, 1-12. doi: 10.25304/rlt.v26.2047.
  7. Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. doi: 10.1016/j.tate.2017.10.003.
  8. Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95-95.
  9. Fong, C. J., Dillard, J. B., & Hatcher, M. (2019). Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educa-tional Research, 98, 91-105. doi: 10.1016/j.ijer.2019.08.018.
  10. Hardy, P., Shepard, M., & Pilotti, M. (2017). Does Part-Time Faculty’s Self-Efficacy Predict Critical Dimensions of Online College Teaching?. College Teaching, 65(2), 50-57. doi: 10.1080/87567555.2016.1232692.
  11. Henson, R.K. (2002). From adolescent Angst to adulthood: substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137-50. doi: 10.1207/S15326985EP3703_1.
  12. Horvitz, B.S., Beach, A.L., Anderson, M. L., & Xia, J. (2015). Examination of faculty self-efficacy related to online teaching. Innovative Higher Education, 40(4), 305-316. doi: 10.1007/s10755-014-9316-1.
  13. Maddux, J., & Kleiman, E.M. (2018). Self-efficacy. In Oettingen, G., Sevincer, A.T. & Gollwitzer, P. (Eds.), The psychology of thinking about the future (pp. 174-198). New York: Guilford Publications.
  14. Martin, F., Wang, C., Jokiaho, A., May, B., & Grübmeyer, S. (2019). Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators. European Journal of Open, Distance and E-learning, 22(1), 53-69. doi: 10.2478/eurodl-2019-0004.
  15. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
  16. Moore-Adams, B.L. & Jones, WM. (2015). Lessons learned from the development of an online teaching certificate program for K-12 teacher. In Society for Information Technology & Teacher Education International Conference, Charleston, SC.
  17. Niederhauser, D.S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1-2), 98-111. doi: 10.1080/07380560802157956.
  18. Northcote, M., Gosselin, KP, Reynaud, D., Kilgour, P. & Anderson, M. (2015). Navi-gating the learning journeys of online teachers: Threshold concepts and self-efficacy. Issues in Educational Research, 25(3), 319-344. Retrieved from http://www.iier.org.au/iier25/northcote.pdf.
  19. Ouyang, F., & Scharber, C. (2017). The influences of an experienced instructor’s dis-cussion design and facilitation on an online learning community development: A social network analysis study. The Internet and Higher Education, 35, 34-47. doi: 10.1016/j.iheduc.2017.07.002.
  20. Robinia, K.A., & Anderson, M.L. (2010). Online teaching efficacy of nurse faculty. Journal of Professional Nursing, 26(3), 168-175. doi: 10.1016/j.profnurs.2010.02.006.
  21. Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-31. doi: 10.1207/s15326985ep2603&4_2.
  22. Schunk, D.H. (2004). Learning theories: An educational perspective. Columbus, OH: Merrill/Prentice-Hall.
  23. Sharp, J. G., Hemmings, B., Kay, R., & Callinan, C. (2013). An application of the re-vised ‘Lecturer Self-efficacy Questionnaire’: An evidence-based route for initiating transformational change. Journal of Further and Higher Education, 37(5), 643-674. doi: 10.1080/0309877X.2011.645596.
  24. Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731. doi: 10.1016/j.compedu.2010.07.017.
  25. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and rela-tions with strain factors, perceived collective teacher efficacy, and teacher burn-out. Journal of educational psychology, 99(3), 611-625. doi: 10.1037/0022-0663.99.3.611.
  26. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. doi: 10.1016/j.tate.2009.11.001.
  27. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. doi: 10.1016/S0742-051X(01)00036-1.
  28. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248. doi: 10.3102/00346543068002202.
  29. Woodcock, S., Sisco, A., & Eady, M. (2015). The learning experience: training teachers using online synchronous environments. Journal of Educational Research and Practice, 5(1), 21-34. doi: 10.5590/JERAP.2015.05.1.02.
  30. Walter, O. (2015). Self-efficacy as an accurate predictor of teaching skills. Journal of Education Research, 9(3), 309-322.
  31. Wright, J.M. (2011, June). Effect of quality matters training on faculty’s online self-efficacy. In Annual Distance Learning Administration Conference, Jekyll Island, GA.
  32. Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. doi: 10.1111/jcal.12042.
  33. Zee, M., & Koomen, H.M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. doi: 10.3102/0034654315626801.
  34. Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. doi: 10.1207/s15430421tip4102_2.

Metriche

Caricamento metriche ...