The Relationship between Self-Efficacy and Professional Support towards HOTs with the Readiness towards HOTs Pedagogy
Teacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little i...
Saved in:
| Main Authors: | , , |
|---|---|
| Other Authors: | |
| Format: | Book Chapter |
| Language: | English English English English |
| Published: |
Cambridge Scholars Publishing
2019
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/78350/1/Sumayah.pdf http://irep.iium.edu.my/78350/7/IREP%20Cihat1.pdf http://irep.iium.edu.my/78350/8/Irep%20Cihat2.pdf http://irep.iium.edu.my/78350/9/IREP%20Cihat3.jpg http://irep.iium.edu.my/78350/ https://www.cambridgescholars.com/current-studies-in-pre-service-teacher-education |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Teacher self-efficacy plays significant role in determining the effectiveness of high-order thinking (HOT) pedagogy, including for the teaching of science and mathematic subjects. Although teachers have been found to adopt HOT-based exercises, and were ready to implement HOT-based teaching, little is known on whether both would enhance their self-efficacy. The purpose of this paper is to present findings of a research which studies the relationship between Self-efficacy to teach Higher Order Thinking Skills and the availability of Professional support to teach HOTS with the student teachers’ readiness towards HOTS Pedagogy. HOT-based exercises usage, HOT-Implementation readiness, and self-efficacy among science and mathematic student teachers in Malaysia. A group of 121 student teachers have been randomly selected to participate in the study. They responded to three scales which measure their usage of HOT-based exercises, readiness in HOT-Implementation, and self-efficacy. It has been found that the student teachers have high levels of Self-efficacy, readiness and professional support towards HOTS. It has also been found that there were significant relationships between self-efficacy and Readiness towards HOTS Pedagogy.; and between Professional support towards HOTS and Readiness towards HOTS Pedagogy.
Significance: The findings provide an account of student-teachers’ readiness in using HOT-based exercises, and their self-efficacy to engage HOT-based exercises. The finding is expected to inform policy makers on the ways to strengthen the training of HOT-based education method among student teachers in the country. |
|---|