Perceptions of Freedom and Commitment as Sources of Self-efficacy Among Pedagogical Advisors

Kass, Efrat; Rajuan, Maureen

doi:10.1080/13611267.2012.678973

Cited by 5 publications

(8 citation statements)

References 29 publications

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“…The pedagogical advisor's role boundaries, as presented through this study, were not agreed upon by the trainees. Nevertheless, according to the literature, pedagogical advisors do not have any accepted role definition of their own (Kass & Rajuan, 2012). Therefore, defining clear role boundaries should be the first step.…”

Section: Summary and Recommendationsmentioning

confidence: 98%

“…The pedagogical advisors are professional experienced teachers who are faculty members of the academic staff in teacher training programs (Bar-Ziv, 2009). Pedagogical advisors play a significant role throughout the teacher training process, particularly when they succeed in developing a process of cooperation and trust with their trainees (Kass & Rajuan, 2012;Zeichner, 2010). Various researchers (Beck & Kosnik, 2002;Smith, 2005) have referred to the importance of reciprocity among all participants in the teacher training programs.…”

Section: Introductionmentioning

confidence: 98%

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Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher training Program

Flavian

Kass

2015

Mentoring & Tutoring: Partnership in Learning

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The pedagogical advisors play a central role in students' experience of the training process. Nevertheless, the students' perception of the role of the pedagogical advisor is absent. Consequently, our study focused on this missing link. Our study included 118 participants enrolled in an academic teacher training education program in one college in Israel. Open questionnaires, focus groups, and interviews were used to ascertain-for the first time in Israel-students' views of the role of the pedagogical advisors. A uniform voice identified in participants' responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program.

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Section: Summary and Recommendationsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher training Program

Flavian

Kass

2015

Mentoring & Tutoring: Partnership in Learning

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“…La recherche a mis en exergue la complexité croissante de la profession enseignante (Cochran-Smith et al, 2017 ;Darling-Hammond et al, 2017 ;Hargreaves, 2003) et avance qu'une compréhension approfondie des questions liées à la pratique enseignante doit prendre en compte différents professionnels : essentiellement les enseignants (Bednarz, Bacon, Lajoie, Maheux et Saboya, 2020) mais aussi d'autres (Jaworski, 2011 ;Krainer & Wood 2008 ;Nunes, 2011). Parmi ceux qui travaillent avec les enseignants pour créer des opportunités de développement professionnel, les conseillers pédagogiques (CPs) jouent un rôle clé (Darling-Hammond et al, 2017 ;Duchesne, 2016 ;Kass & Rajuan, 2012). Ils travaillent avec les enseignants en tant qu'« experts-conseils » en pédagogie et en intervention (Duchesne & Gagnon, 2014), collaborent à la mise en oeuvre de programmes et de politiques éducatives, et sont considérés par les cadres scolaires et les enseignants comme des « ressources » pour l'innovation (Duchesne, 2016 ;Kass & Rajuan, 2012).…”

Section: Introductionunclassified

“…Parmi ceux qui travaillent avec les enseignants pour créer des opportunités de développement professionnel, les conseillers pédagogiques (CPs) jouent un rôle clé (Darling-Hammond et al, 2017 ;Duchesne, 2016 ;Kass & Rajuan, 2012). Ils travaillent avec les enseignants en tant qu'« experts-conseils » en pédagogie et en intervention (Duchesne & Gagnon, 2014), collaborent à la mise en oeuvre de programmes et de politiques éducatives, et sont considérés par les cadres scolaires et les enseignants comme des « ressources » pour l'innovation (Duchesne, 2016 ;Kass & Rajuan, 2012). Les études existantes ont mis en évidence la complexité croissante de leur fonction, non seulement au niveau de la diversité des objets de travail et des acteurs auprès desquels ils doivent intervenir, mais aussi en termes de responsabilités à assumer (Duchesne, 2016 ;Kass & Rajuan, 2012).…”

Section: Introductionunclassified

Vers une meilleure compréhension du métier de conseiller pédagogique en mathématiques au primaire : une approche par le genre et les styles

Hanin

Lajoie

Bednarz

et al. 2021

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Cette recherche s’intéresse au métier de conseiller pédagogique (CP) en mathématiques dont les contours restent à ce jour peu explorés. Des entretiens ont été réalisés auprès de huit CPs en mathématiques au primaire, prenant appui sur deux situations professionnelles touchant à la résolution de problèmes en classe et à l’accompagnement des enseignants. Une analyse émergente a permis de mettre en lumière, de l’intérieur de leur pratique professionnelle, des éléments communs de leur activité, caractéristiques de ce que l’on peut appeler « un genre professionnel CP », ainsi que des formes singulières rendant compte des styles qu’ils développent selon les circonstances.

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“…Researchers have investigated the relationship between teacher self-efficacy and teacher autonomy and found significant connections between them (Ghaemi, Shokrolahi, & Hashemizadeh, 2015;Kass & Rajuan, 2012;Rahimi & Riasati, 2015;Skaalvik & Skaalvik, 2014). Kass and Rajuan (2012) reported autonomy as the predominant element influencing their self-efficacy. Autonomy was described in three categories of intra-personal, inter-personal, and organisational.…”

Section: Teacher Autonomy and Teacher Self-efficacymentioning

confidence: 99%

Vietnamese EFL teacher self-efficacy in practice

Hoang¹

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<p>Research has shown the importance of understanding self-efficacy and teacher self-efficacy. In general, self-efficacy influences humans’ actions in various ways. Efficacy expectations control the degree of effort and persistence that people expend in dealing with obstacles and unexpected situations. These expectations also impact people’s thought patterns and emotional reactions. These influences make self-efficacy a strong determinant of the level of accomplishment that individuals finally attain. For teachers, self-efficacy influences not only their general perception about teaching but also their specific instructional activities. This research aimed to provide insights into Vietnamese English as a Foreign Language (EFL) teacher self-efficacy at the tertiary level in Vietnam. Firstly, this study collected data in the form of teacher self-efficacy profiles using an adapted version of the Teacher Sense of Efficacy Scale (Tschannen-Moran and Hoy, 2001) and demographic information. Then, it investigated the sources of Vietnamese EFL tertiary teacher self-efficacy and the interaction among these sources. In addition, this study examined the personal, classroom, institutional, and cultural influences on teacher self-efficacy. The research also investigated the relationship between teacher self-efficacy and the teachers’ teaching practices. As teacher self-efficacy closely relates to teacher well-being, teacher burn out, persistence, commitment, and teaching practice and has a close relationship with student outcomes and student motivation, a better understanding of self-efficacy has the potential to improve the teaching and learning English in the research university in Vietnam. A sequential exploratory mixed methods design was selected for this study. The data were collected in two phases. In the quantitative phase, I adapted a validated questionnaire to gather quantitative information about 52 teachers’ self-efficacy profiles across three aspects: managing the classroom, engaging students, and using instructional strategies. In the following qualitative phase, I purposively selected eight teachers with a range of total self-efficacy scores. These teachers came from three groups. They were grouped according to lower, medium and higher total self-efficacy scores from the questionnaire. I interviewed each of these teachers prior to observing their teaching in their class. Then, the teachers were interviewed again about particular incidents in their class with a focus on recalling what influenced their actual teaching. Data from both interviews were collated and analyzed thematically across each group to address the research questions. This study has provided a view of the self-efficacy of EFL teachers, a distinctive subject at the tertiary level in Vietnam. The research found that the results from Tschannen-Moran and Hoy’s (2001) scale measuring teacher self-efficacy were not linked to how each group of teachers performed in their classes. Individual elements such as teachers’ personal characteristics and knowledge, classroom and institutional issues like class size and availability of classroom equipment influenced the teachers’ self-efficacy in their classroom practices. Self-efficacy was also influenced by institutional policies about professional and personal collegiality, the autonomy of the teachers to make decisions about matters such as assessment, and student and staff feedback about teaching. Self-efficacy was also impacted by Vietnamese cultural elements such as teachers’ roles outside of their profession and how the teachers evaluated feedback about their teaching from students, colleagues and administrators. This study highlights the dynamic interaction among the sources of teacher self-efficacy. The findings have implications for enhancing teacher self-efficacy, by improving teacher knowledge, providing relevant professional development, and increasing support from administrators. There are recommendations for future research.</p>

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Perceptions of Freedom and Commitment as Sources of Self-efficacy Among Pedagogical Advisors

Cited by 5 publications

References 29 publications

Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher training Program

Giving Students a Voice: Perceptions of the Pedagogical Advisory Role in a Teacher training Program

Vers une meilleure compréhension du métier de conseiller pédagogique en mathématiques au primaire : une approche par le genre et les styles

Vietnamese EFL teacher self-efficacy in practice

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