Confidence in the Classroom: Ten Maxims for New Teachers

Eison, James

doi:10.1080/87567555.1990.10532181

Cited by 18 publications

(14 citation statements)

References 13 publications

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“…Consequently, if the teacher has a positive self-attitude, believes that he/she is professionally competent, certain about professional achievement, appreciated within the working environment and believes in efficiency of all school collective -such a teacher will behave and act confidently, demonstrating high professional achievement. At the same time, this definition contradicts the statement of Eison (1990) "To feel confident in the classroom the instructor must begin acting confidently", as teacher's confidence derives from deep inner beliefs, experience of success and efficiency of working (school) environment.…”

Section: The Concept Of Teacher's Professional Self-confidencementioning

confidence: 54%

Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers

Пономаренко

2017

ESJ

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The current study reports findings of quantitative investigation of the opinions of Lithuanian, Ukrainian and Finnish teachers on their perceived professional self-confidence with a sample of 393 practicing teachers. Teachers' self-esteem, self-and collective efficacy were examined as components of teachers' professional self-confidence. Collective efficacy beliefs were measured in terms of teachers' subjective perception of efficacy of school community members, namely, the principal, colleagues, students and their parents. The results indicated that Finnish teachers have a significantly higher level of professional self-esteem, while Lithuanian teachers indicated a lower level, and Ukrainian -the lowest. There is no significant difference between self-and collective efficacy of Lithuanian and Finnish teachers, while Ukrainian teachers scored significantly lower. Consequently, Finnish teachers have the highest level of professional selfconfidence, while Lithuanian teachers have an average level, and Ukrainian teachers have the lowest. Lithuanian, Ukrainian and Finnish teachers indicated different patterns of their perceptions of the extent to which members of the school community meet their obligations.

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Section: The Concept Of Teacher's Professional Self-confidencementioning

confidence: 54%

Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers

Пономаренко

2017

ESJ

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“…Confidence is critical to teacher efficacy; even a neophyte instructor who does not yet feel confident must act confidently (Eison, 1990). Teacher confidence (both selfconfidence and content-confidence) oozes over into other key elements of teaching efficacy, such as ''1) organization, structure, or clarity, 2) teacher-student interaction or rapport, 3) teaching skill, communication, or lecturing ability, 4) workload or course difficulty, and 5) grading examinations'' (Eison, 1990).…”

Section: Teachengineering Impactmentioning

confidence: 99%

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

Forbes¹,

Sullivan²,

Carlson³

2018

Journal of Pre-College Engineering Education Research (J-PEER)

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The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P-12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K-12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and-more broadly-how to ascertain the impacts of teacher-focused P-12 engineering education initiatives. In this paper, the authors approach the classroom impact question through probing self-reported differentials in: (1) teachers' confidence in teaching engineering concepts, and (2) changes in their teaching practices as a result of exposure to (and experiences with) K-12 engineering education resources and outreach opportunities. In 2016, four quantitative and qualitative surveys were implemented to probe the impact of the TeachEngineering digital library and outreach on four populations of K-12 teachers' confidence and practices, including the frequency with which they integrate engineering into their precollege classrooms. Survey results document the teacher experience and perception of using hands-on K-12 engineering curricular materials in the classroom and help create a data-driven understanding of where to best invest future resources. The results suggest that the TeachEngineering curricular resources and outreach initiatives help teachers build confidence in their use of engineering curriculum and pedagogy in K-12 classrooms, impact their teaching practices, and increase their likelihood of teaching engineering in the classroom in the future.

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“…Other proponents of "active learning" include FOREIGN LANGUAGE ANNALSAPMNG 1995 McKeachie et al 1990Eison 1990Frederick 1987;and Higg 1984. In addition to Jeffries, Sheik and Russo provide excellent examples of "communicative" exercises (Sheik 1988;Russo 1983). Byrnes and Hirsch further develop proficiency-oriented goals and learning in their work (Bymes 1987;Hirsch 1985).…”

Section: Notesmentioning

confidence: 99%

Active‐Learning Approaches to the Business French Course: The Business French Research Paper

Meyer

1995

Foreign Language Annals

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Active‐learning and proficiency‐oriented activities using meaningful contexts encourage students to participate, to apply classroom knowledge to practical problems, and to acquire the integrated skills that are essential to the student's personal and professional future. Inclusion of a business research paper written in stages and eventually shared with the whole class provides such active‐learning opportunities.

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Confidence in the Classroom: Ten Maxims for New Teachers

Cited by 18 publications

References 13 publications

Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers

Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

Active‐Learning Approaches to the Business French Course: The Business French Research Paper

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