Abstract
Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.
Keywords
avatars, technology, self-efficacy, teacher preparation, education
DOI
10.5038/2577-509X.5.1.1069
Recommended Citation
Bosch, C., & Ellis, T. (2021). Using avatars to address teacher self-efficacy. Journal of Global Education and Research, 5(1), 15-35. https://www.doi.org/10.5038/2577-509X.5.1.1069
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Early Childhood Education Commons, Educational Methods Commons, Educational Technology Commons, Elementary Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
