Search results for: Self efficacy
Page 9/13 121 items
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
In this article, the authors were interested to examine collective efficacy in the classroom by using Vygotsky's view. The authors' purpose was to illustrate ways in which the classroom teacher becomes classroom community organizer, especially as relating to the development of collective classroom efficacy. The data for this exploration were collected from an extensive ethnographic data set from one teacher’s fifth-grade classroom over four years.
Updated: Sep. 13, 2012
Does the Social Working Environment Predict Beginning Teachers’ Self-Efficacy and Feelings of Depression?
In this article, the authors explore how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. The results show that the goal structure of the school culture predicts both outcomes.
Updated: Aug. 29, 2012
The current study examined how teacher characteristics and classroom characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy.
Updated: Jun. 27, 2012
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012
Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
Updated: Apr. 22, 2012
The current study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. This manuscript presents a new measure of teachers’ self-efficacy beliefs for literacy instruction (TSELI) that was tested with factor analysis and reliability analysis.
Updated: Feb. 22, 2012
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012
The authors investigated the impact of tutoring and observing on preservice teachers’ reading self-efficacy and content knowledge. Participants reading efficacy and content knowledge were compared. Results showed that both groups reported growth in reading self-efficacy and content knowledge.
Updated: Feb. 07, 2012
First-Year Teaching Experiences: Are They Different for Traditionally Versus Alternatively Certified Teachers?
The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.
Updated: Jan. 12, 2012