Changes in Teacher Self–Efficacy from the Student Teaching Experience through the Third Year of Teaching

Swan, Benjamin G.; Wolf, Kattlyn J.; Cano, Jamie

doi:10.5032/jae.2011.02128

Cited by 62 publications

(47 citation statements)

References 19 publications

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“…Beginning teachers must navigate a range of issues while adjusting to the administrative, academic, contextual and personal demands of teaching (e.g., Shoffner, 2010b;Flores & Day, 2006;Kyriacou & Kunc, 2007). As Swan, Wolf & Cano (2011) found in their study of teacher self-efficacy from student teaching through the third year of teaching, teachers reported the lowest levels of self-efficacy at the conclusion of their first year. Research indicates a decrease in teacher self-efficacy during the first year of teaching, potentially attributed to the loss of direct mentorship during the student teaching experience (Woolfolk Hoy & Burke Spero, 2005), a disconnect between knowledge gleaned through teacher preparation, and the "reality shock" that occurs when first-year teachers face challenges and demands they do not feel prepared to handle (Veenman, 1984;Tygret, 2018).…”

Section: Beginning As English Teachersmentioning

confidence: 99%

From Preservice to Practice: Expectations of/in the Secondary ELA Classroom

Noel

Shoffner

2019

WJE

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The paper explores how preservice ELA teachers' expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers' expectations of first-year teaching and their development of self-efficacy. Their two major concerns -classroom management and building rapport -identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers' self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers' self-efficacy.

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Section: Beginning As English Teachersmentioning

confidence: 99%

From Preservice to Practice: Expectations of/in the Secondary ELA Classroom

Noel

Shoffner

2019

WJE

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“…Self-efficacy in the process of learning and teaching can determine the nature of the actual learning process (Swan, Wolf and Cano, 2011). In this context, it is of utmost importance that both the learners and the teachers can carry out the process effectively.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Toran

2017

JETS

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Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.

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“…In addition, those individuals with high teacher efficacy set challenging goals for themselves and their students, recognized the importance of the organization and planning of instruction, and were more apt to be flexible to changes in pedagogy (Allinder, 1994;Cawthon & Dawson, 2009;Evers & Tomic, 2002). Teacher efficacy also influences the amount of time teachers devote to academic learning, their desire to develop genuine caring relationships with their students, and their persistence working with students who are struggling with the material (Tschannen-Moran & Barr, 2004;Ross & Bruce, 2007;Swan, Wolf, & Cano, 2011). As a result, teachers exhibiting a high level of teacher efficacy tend to shape their instructional strategies to meet the needs of the students, engaging them in activities that promote selfregulation and inquiry.…”

Section: Teacher Efficacymentioning

confidence: 99%

“…Wyse and Styles (2007) found that novice teachers with a low level of teacher efficacy were more likely to rely upon less effective forms of pedagogy. In addition, teachers with low efficacy beliefs may conclude that external factors that are out of their control make it impossible for them to engage students that lack the motivation to learn, thus leading them to give forth no effort in trying to meet the student's needs (Swan, Wolf, & Cano, 2011). As for inservice teachers, high teacher efficacy correlates with establishing challenging outcome goals for students, effective classroom practices and procedures, innovative instructional strategies, and an increase in the student's own sense of self-efficacy, all of which help to increase student achievement (Allinder, 1995;Gibson & Dembo, 1984;Anderson, Greene, & Loewen, 1988).…”

Section: Teacher Efficacymentioning

confidence: 99%

“…Knobloch (2006) states "…student teachers may have an inflated efficacy that they can teach, which remains inflated throughout student teaching because of the supportive teaching environment of a cooperating teacher" (p. 45). In response, Swan, Wolf, and Cano (2011) recommend that in order to minimize this inflation of teacher efficacy, programs should provide support so that pre-service teachers don't grow discouraged if they are unable to live up to their own lofty expectations.…”

Section: Teacher Efficacymentioning

confidence: 99%

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Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity

Coats¹

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could not have reached this point without her support and guidance throughout this process. Jennifer worked tirelessly to provide me with feedback and direction. For more than a year, we met every two weeks so that she could monitor my progress and hold me accountable. During the moments I felt overwhelmed, she was the calming influence that helped me to continue moving forward. I also would like to recognize my friends and colleagues, specifically A.J. Zenkert, Sherry Dismuke, Lisa Beymer, and Phil Kelly who supported, inspired, motivated, and consoled me throughout this journey. These were the individuals that did not allow me to quit and encouraged me to remain persistent until the This dissertation was designed as a psychological case study using a phenomenological approach. A case study, as defined by Merriam (1988), provides a thorough description and analysis of a specific phenomenon, a phenomenon that is found within a bounded context (Miles & Huberman, 1994). The phenomenon examined was the ability of teacher candidates to reflect upon self and others with regard to their thoughts, emotions, and actions within a classroom context, and the influence their insight had upon the development of a professional identity.Data were collected from all participants and interpreted by the researcher in order to describe commonalities found within their experiences (Moustakas, 1994). The Self-Reflection and Insight Scale (SRIS) and Teacher Efficacy Scale (TES) were quantitative measures used as baseline data for levels of psychological insight and teacher vi efficacy. The three primary data sources consisted of an initial interview, exit interview, and video observations. The initial and exit interviews were designed as a semi-structured interview to gain further understanding of the participant's behavior within the classroom context, ability to reflect on self and others, their efficacy for teaching, and their philosophical beliefs regarding teaching and learning. The video observations of self and other gave participants the opportunity to reflect on a video recorded lesson conducted within the classroom context.The data collected was examined using both a within-case and cross-case analysis. During the within-case analysis, emerging themes were identified through the interpretation of the data collected for each individual case. A summarized portrayal was created to describe the thoughts, feelings, and actions of each participant. A cross-case analysis was conducted to identify common themes that emerged across all cases by data source. Components influencing the development of a professional identity were identified and summarized based on these common themes. Warrantability was maintained during the collection and analysis process through triangulation, member checks, peer examinations, and a researcher's journal.Analysis of the three primary data sources identified five components that may have a potential impact on development of a teacher candidate's professional identity.These components were labeled as in...

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Changes in Teacher Self–Efficacy from the Student Teaching Experience through the Third Year of Teaching

Cited by 62 publications

References 19 publications

From Preservice to Practice: Expectations of/in the Secondary ELA Classroom

From Preservice to Practice: Expectations of/in the Secondary ELA Classroom

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity

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