Maximizing Professional Learning through Educators’ Perceptions of Utility and Self-Efficacy in Pedagogy-Focused Courses
Educators’ perceptions of the utility of information and beliefs about their ability to leverage what they’ve learned are important aspects of their experiences in professional learning (PL) courses, as they are associated with engagement and implementation of course content. A survey sent out to educational professionals who recently completed a pedagogy-focused PL course from Michigan Virtual revealed that just under half of respondents plan to implement what they’ve learned in their classrooms and strongly believe in their ability to be reflective practitioners and implement specific strategies in their teaching pedagogy.