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Abstract

Undergraduate students (N = 93) were presented with two phases of training in teaching a child to find the main idea of a paragraph. Phase 1 provided instruction in either a cognitive modeling mode or a direct instruction mode; phase 2 provided a skill-demonstration video with either self- efficacy commentary accompanying the demonstration or task-oriented commentary. A 2 (low self-efficacy vs. moderate self-efficacy) x 2 (cognitive modeling vs. direct instruction) x 2 (self- efficacy vs. task-oriented commentary) MANOVA performed on written protocols revealed sta tistically significant main effects favoring cognitive modeling and self-efficacy groups in apply ing the strategies that were taught. Also, the cognitive modeling groups made more references to teacher activity, and the self-efficacy groups made more references to student activity in their protocols.

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Cognitive Modeling and Self-Efficacy: Effects on Preservice Teachers' Learning of Teaching Strategies

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