Reflections on urban science teacher-student self-efficacy dynamics

Abstract

This forum article consists of commentaries-authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos-on the feature article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student self-efficacy system model that shows the ways in which teachers' and students' selfefficacy judgments are based upon multiple individual and shared components, such as identity and social interaction within the classroom and school. We close with a call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate the unique cultural features of their classrooms and foster student self-efficacy.

‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning

“…Finally, in agreement with Hagiwara, Maulucci and Ramos (2011), this study, as with the majority of studies concerning teacher self-efficacy, was limited due to the lack of knowledge of the context's collective efficacy. As Hagiwara et al (2011) note, there is 'immense complexity' in collecting data to attempt to understand the multiple social dynamics, including student attitudes, beliefs, self-efficacy and behaviours of the headteacher, sense of school community and decision-making.…”

“…As Hagiwara et al (2011) acknowledged the majority of studies concerning teacher self-efficacy are limited due to the lack of knowledge of the context's collective efficacy. To develop a greater understanding of the complexity in achieving effective outdoor science professional development, 41 research studying how a school's collective efficacy influences the response of an individual teacher is necessary.…”

“…As Hagiwara et al (2011) note, there is 'immense complexity' in collecting data to attempt to understand the multiple social dynamics, including student attitudes, beliefs, self-efficacy and behaviours of the headteacher, sense of school community and decision-making. Although the comparison between Cara and Charlie offered some insight into the influence from collective efficacy, what were omitted from this analysis were in-depth students' and school efficacy levels (collective efficacy) and the influence they might have had on the case study teachers' responses to the professional development programme.…”

The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

“…[3] Efikasi diri: magnitude, generality, strength (Bandura, 1997 which must be faced. Self-efficacy is not limited to the ability of individuals, or students, in having selfknowledge, regarding competence, excessiveness, or shortcomings needing to be corrected, but may also be seen as the ability of individuals or students for self-control, to become proactive, to have selfregulation, and to be able to self-evaluate, in order to become better over time, so as to be able to complete tasks well, or achieve hoped-for aspirations (Hagiwara et al, 2011).…”

“…dihadapi. Efikasi diri tidak hanya terbatas pada kemampuan seorang individu atau siswa dalam mengenali dirinya baik itu kompetensi, kelebihan, maupun kekurangan yang perlu diperbaiki, namun efikasi diri juga dapat diartikan sebagai kemampuan individu atau siswa untuk mengatur diri sendiri, menjadi proaktif, memiliki regulasi diri, dan mampu mengevaluasi diri sendiri agar dapat menjadi semakin baik dari waktu ke waktu sehingga mampu menyelesaikan tugas dengan baik atau meraih cita-cita yang diharapkan (Hagiwara et al, 2011).…”