THE IMPACT OF ONLINE TEACHING VIDEOS ON THE DEVELOPMENT OF
SELF-EFFICACY BELIEFS OF
CANADIAN PRE-SERVICE TEACHERS

Thierry Karsenti, Sophie Goyer, and Simon Collin
University of Montreal
Canada

One of the major challenges in teacher training programs is the gap between the theory that is presented to pre-service teachers and actual classroom practice. Many researchers, educators, and pre-service teachers have emphasized the difficulty of linking theory and practice in teacher education programs. The purpose of this study is to better understand the impact of online teaching videos on the development of self-efficacy beliefs of pre-service teachers. Over 400 student teachers participated in this study. Statistical analyses of questionnaires were conducted to assess the impact of online teaching videos. Our results reveal that online videos indeed impact the self-efficacy beliefs of pre-service teachers. These results have important implications for teacher trainers, school principals, and policy makers.

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