Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

Tschannen‐Moran, Megan; McMaster, Peggy B.

doi:10.1086/605771

Cited by 440 publications

(344 citation statements)

References 27 publications

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“…The consistent positive correlation lends the potential for the willingness of teachers to broaden current methodology, yet data revealed a gap exists between teacher attitudes and current practice in this study. Although researchers consistently report that self-efficacy is a strong indicator for receptivity to changing instructional practices (Tschannen-Moran & McMaster, 2009), there is a consistent and strong connection between teacher beliefs and their instructional methods. This study illuminates the need to continue to examine teacher beliefs as they relate to the most effective way to teach mathematics in order to support the level of understanding and application of concepts demanded by the 21 st century environment.…”

Section: Resultsmentioning

confidence: 99%

Examining the Relationship between Secondary Mathematics Teachers’ Self-efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy

Letwinsky

2016

International Journal of Research in Education and Science

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This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. International Journal of Research in Education and Science

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Section: Resultsmentioning

confidence: 99%

Examining the Relationship between Secondary Mathematics Teachers’ Self-efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy

Letwinsky

2016

International Journal of Research in Education and Science

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“…En este ámbito, destaca el constructo de autoeficacia dentro de la teoría social cognitiva (Bandura, 1997, p. 3), definido como la opinión que cada persona tiene de su propia capacidad para desarrollar una acción y conseguir el resultado esperado (Prieto Navarro, 2007;Reoyo, 2013), en definitiva, su propia efectividad (Eslami y Fatahi, 2008 La autoeficacia se caracteriza por estos elementos fundamentales: 1) es dinámica puesto que las experiencias vividas ayudan a que ésta aumente o disminuya (Blanco, 2009;Tschannen-Moran & McMaster, 2009); 2) es cíclica porque los individuos no solo viven experiencias sino que también se benefician de ellas (Malinen, Savolainen & Xu, 2012); 3) es multidimensional, ya que engloba procesos psicológicos cognitivos, motivacionales, afectivos y selectivos (Zimmerman, 2000); 4) es específica, porque no se puede hablar de poseer alta autoeficacia en todos los ámbitos y contextos (Knoblauch & Woolfolk-Hoy, 2008).…”

Section: Autoeficacia Docenteunclassified

El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docente

Fernández-Viciana¹,

Costales²

2017

Bellaterra J. Teach. Learn. Lang. Lit

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El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docenteAna Fernández-Viciana y Alberto Fernández-Costales Universidad de Oviedo, España (Artículo recibido el 5/10/2016; aceptado el 20/12/2016; versión final 25/02/2017) DOI: http://dx.doi.org/10.5565/rev/jtl3.684 Resumen Este artículo presenta una investigación original sobre la autoeficacia docente y la formación lingüística percibida por los estudiantes del Grado en Educación Primaria (mención de inglés) de una universidad pública española. La investigación utiliza una muestra de 4 alumnos a los que se realizó una entrevista que incluía 21 preguntas. Los resultados obtenidos tras el análisis cualitativo sugieren que los participantes cuyo nivel es inferior al B2 muestran una autoeficacia lingüística baja. En líneas generales, los alumnos reclaman una mayor atención a la formación lingüística recibida en sus estudios, ya que esta resulta determinante para modelar su autoeficacia lingüística.Palabras clave: autoeficacia, formación del profesorado, Educación Primaria, enseñanza del inglés, aprendizaje de lenguas extranjeras Abstract This paper reports on an original research on teacher efficacy and the perceived linguistic training of students of the Degree in Primary Education (English stream) in a Spanish university. The research relies on a sample of 4 students answered a 21-item interview. The results show students report a low language self-efficacy in the case of students with levels below B2. Students demand more attention should be paid to the learning of the L2 in their degrees and they are clearly influenced by the way their learned the foreign language at school.Keywords: self-efficacy, teacher training, language competence, Primary Education, English teaching Résumé Cet article présente une recherche originale sur l'auto-efficacité sur l'enseignant auto-efficacité et la formation linguistique perçue pour les élèves de la formation des enseignants de qualité dans l'enseignement primaire (mention anglais) d'une université espagnole. La recherche utilise un échantillon de 4 étudiants qui ont réalisé un entretien avec 21 questions. Les résultats de l'étude montrent une auto-efficacité linguistique faible, notamment chez les étudiants ayant un niveau en anglais inférieur à BS. Les étudiants réclament que l'on accorde une attention spéciale à cet aspect et déclarent être nettement influencés par la manière dont ils ont appris la langue étrangère à l'école.

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“…Another way of considering the construct of teacher efficacy is determining whether a type of professional development yields greater gains than others. Tschannen-Moran and McMaster (2009) examined the relationship between teacher selfefficacy and formats of professionaldevelopment. They examined four different workshop formats to understand which format was related to increased teacher self-efficacy.…”

Section: Teacher Efficacymentioning

confidence: 99%

“…They examined four different workshop formats to understand which format was related to increased teacher self-efficacy. Tschannen-Moran and McMaster (2009) postulated that it is important for researchers and school leaders to understand teachers' self-efficacy due to the role self-efficacy plays in teachers' implementation of new teaching methods and strategies. The majority of teacher change initiatives fail due to a lack of focus on teacher motivation and an understanding of change processes (Argyris & Schön, 1974;Guskey, 1986Guskey, , 1998Sarason, 1990).…”

Section: Teacher Efficacymentioning

confidence: 99%

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The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

Korelich¹,

Jones²,

Challoo³

et al. 2016

JEHD

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Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. For this study, a previously collected database was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis in relation to presence of coaching. A survey was given to teachers who had and had not been coached. Data mining was completed from public websites for district Annual Yearly Progress reports per No Child Left Behind mandates to determine changes in student achievement, which was a current measure when the data were collected. Findings indicate that teachers who receive coaching do have impact on positive change on student achievement. Professional development through coaching is significantly related to teacher efficacy, student achievement and teachers' belief that coaching increases their ability to impact student achievement..

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Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy

Cited by 440 publications

References 27 publications

Examining the Relationship between Secondary Mathematics Teachers’ Self-efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy

Examining the Relationship between Secondary Mathematics Teachers’ Self-efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy

El pensamiento de los futuros maestros de inglés en Educación Primaria: creencias sobre su autoeficacia docente

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

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