The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning |
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| Authors: | Anastasia Kitsantas Amy Baylor |
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| Institution: | (1) Graduate School of Education, George Mason University, Fairfax, VA;(2) Department of Educational Research at Florida State University, Tallahasse |
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| Abstract: | This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on
preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants
enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the
course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning.
Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and
reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences
were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy
reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy
showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive
perspective. |
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