Personal Teaching Efficacy: Developmental Relationships in Education

Ridenour, Carolyn; Bradley, L.; Alderman, M. Kay; Flowers, Mary Ann

doi:10.1080/00220671.1992.9941127

Cited by 44 publications

(18 citation statements)

References 5 publications

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“…Both preservice teachers and college faculty were more optimistic about their effectiveness in situations involving student socialization and motivation than were classroom teachers (Benz, Bradley, Alderman, & Flowers, 1992). Both preservice teachers and college faculty were more optimistic about their effectiveness in situations involving student socialization and motivation than were classroom teachers (Benz, Bradley, Alderman, & Flowers, 1992).…”

Section: Other Measures Of Efficacymentioning

confidence: 93%

Teacher Efficacy: Its Meaning and Measure

Tschannen‐Moran

Hoy

1998

Review of Educational Research

133

187

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct.Next, we introduce a model of teacher efficacy that reconciles two competing conceptual strands found in the literature. Then we examine implications of the research on teacher efficacy for teacher preparation and suggest strategies for improving the efficacy of inservice teachers. Finally, we propose new directions for research in light of the proposed model.

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Section: Other Measures Of Efficacymentioning

confidence: 93%

Teacher Efficacy: Its Meaning and Measure

Tschannen‐Moran

Hoy

1998

Review of Educational Research

133

187

View full text Add to dashboard Cite

show abstract

“…These pre-service teachers are often asked to project how they think they would be able to teach in the future even though they do not have any experience. In fact, in one study, pre-service teachers had higher efficacy beliefs than in-service teachers with regard to motivating students (Benz et al 1992). This is despite the fact that these pre-service teachers had never had an experience motivating a student.…”

Section: Suggestions For Future Researchmentioning

confidence: 95%

“…Contrastingly, De la Torre Cruz and Casanova Arias (2007) also found that pre-service teachers reported higher efficacy in their ability to overcome negative family factors in the students' lives than in-service teachers. Also, Benz et al (1992) found that pre-service teachers had higher efficacy beliefs than in-service teachers with regard to motivating students.…”

Section: Pre-service Teacher and In-service Teacher Self-efficacy Belmentioning

confidence: 95%

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Haverback

Parault

2008

Educ Psychol Rev

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Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.

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“…Studies during the last 40 years (e.g., Hermanowicz, 1966;Benz, Bradley, Alderman & Flowers, 1992;Muijs & Reynolds, 2001;Mulholland & Wallace, 2001) proposed the same viewpoint: Teachers frequently have revealed that their teacher training did not prepare them to be effective teachers. This ineffective training made beginning teachers have feelings of lack of efficacy, which led them to be short of confidence in their capabilities and full of uncertainty about their future teaching tasks.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Elementary Beginning Mathematics Teachers’ Efficacy Development

Chang

2009

Int J of Sci and Math Educ

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The main purpose of this research was to explore the developmental process of and possible changes in beginning elementary mathematics teachers' efficacy. Beginning teachers with and without mathematics and science backgrounds were also compared to explore differences in their efficacy development. A multiple-case study method with a process and recursive design was employed in this study. The participants were six beginning elementary mathematics teachers purposefully selected from Taichung, Taiwan. Data were collected through interviews, recordings, observations, and reflection notes and then analyzed by immersion and editing analytic techniques. Based on the data analysis, a five-gradation developmental model and its characteristics of elementary beginning mathematics teacher efficacy was developed and proposed. The findings demonstrated the developmental process of this five-gradation model and its continuity and cyclical nature. Moreover, beginning mathematics teachers, who were at the same efficacy levels, tended to exhibit substantial similarities but slight differences in their developmental processes. This study also verified that the construct of internal and external factors played a significant role in cyclically contributing to continuous efficacy development. The implications of beginning mathematics teachers' efficacy and their professional development that derived from the findings and discussions were proposed, as well as a recommendation for further exploration on their efficacy development.KEY WORDS: efficacy development, elementary beginning mathematics teacher, professional development, teacher efficacy

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Personal Teaching Efficacy: Developmental Relationships in Education

Cited by 44 publications

References 5 publications

Teacher Efficacy: Its Meaning and Measure

Teacher Efficacy: Its Meaning and Measure

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

A Case Study of Elementary Beginning Mathematics Teachers’ Efficacy Development

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