Abstract :
Personal teaching efficacy is associated with a teacher’s effectiveness in the
classroom. To enhance this efficacy in a computer-simulated training program,
both personal traits and guided practices need to be considered concurrently.
In this study, it was hypothesised that the interactive effects from the coupling
of personal traits with guided practices would be a reliable predictor of the
degree of improvement in personal teaching efficacy during computersimulated
training. One hundred and seventy-eight preservice teachers
completed an interactive teaching experience via the
Computer Simulation
for Teaching General Critical-thinking Skills
in which guided practices were
integrated via specially designed teaching sequences and loops. The findings
suggest that intrapersonal intelligence, critical-thinking dispositions and a
judicial thinking style are related to self-awareness, analytical learning and
reflective thinking and that in this study, these personal qualities seemingly
interacted with guided practices, which resulted in reflective teaching and
mastery experience. This, in turn, may very well have brought about
improvement in the preservice teachers’ personal teaching efficacy during the
computer-simulated teaching.
