Teacher efficacy: capturing an elusive construct

Tschannen‐Moran, Megan; Hoy, Anita Woolfolk

doi:10.1016/s0742-051x(01)00036-1

Cited by 4,086 publications

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“…Está relacionada à maneira como os professores encaram a profissão, estruturam suas aulas e até mesmo à concepção de que todos os alunos podem aprender, inclusive aqueles que apresentam dificuldades de aprendizagem (Gibbs, 2003;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Professores com crenças de AE mais fortes julgam-se capazes de intervir e influenciar a aprendizagem dos alunos (Tschannen-Moran & Woolfolk Hoy, 2001) e, por consequência, empregam diferentes estratégias de ensino em suas aulas (Ozder, 2011), utilizam abordagens diferentes (Onofre, Carreiro da Costa, & Garcia, 2001); são mais satisfeitos e apresentam maiores níveis de motivação para ensinar (Caprara & cols., 2006). Na literatura internacional, diferentes estudos que buscaram verificar o desenvolvimento da produção sobre AE apontam que, metodologicamente, grande parte dessas pesquisas está pautada em abordagens quantitativas de corte transversal (Henson, 2001;Klassen, Tze, Betts, & Gordon, 2010;Tschannen-Moran & cols., 1998;Usher, 2009).…”

Section: Crenças De Autoeficácia: Apontamentos Da Literaturaunclassified

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

et al. 2016

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ResumoO constructo da autoeficácia, ou o julgamento que o indivíduo realiza sobre a própria capacidade para agir num dado domínio, tem sido investigado em diferentes áreas do conhecimento. No entanto, ainda é pouco conhecido e difundido no contexto educacional brasileiro. O objetivo da pesquisa foi identificar os estudos sobre autoeficácia realizados no cenário brasileiro, seus recortes metodológicos e principais resultados.Foram analisados 15 artigos selecionados nas bases de dados SciELO, LILACS e Redalyc, utilizando os termos auto-eficácia ou autoeficácia em conjunto com as palavras-chaves: estudante, aluno, professor, docente, ensino e escola. Os resultados revelaram que as pesquisas privilegiam os domínios da autoeficácia acadêmica e autoeficácia docente, predominando a pesquisa quantitativa, com a utilização de escalas. Considera-se que pesquisas de abordagem qualitativa, além do enfoque de outros elementos constituintes do contexto educacional (diretores, coordenadores etc.) são necessárias para melhor compreender o papel das crenças de autoeficácia no contexto investigado. Palavras-chave:Autoeficácia; educação; revisão de literatura. Self-efficacy in the educational field: review of the literature on Brazilian journals AbstractThe construct of self-efficacy, or judgment made by an individual on his own ability to act in a given field, has been investigated in different areas of knowledge. However, it is still little known and widespread in the Brazilian educational context. The objective of the research was to identify the self-efficacy studies conducted in Brazilian society, its methodological clippings and main results. Fifteen items selected in the databases SciELO, LILACS and Redalyc were analyzed using the terms self-efficacy or self-efficacy in conjunction with the key words: student, student, teacher, teaching, learning and school. The results revealed that the research emphasize the areas of academic self-efficacy and teacher self-efficacy, predominantly quantitative research, using scales. It considers that research with a qualitative approach, beyond the focus of other elements of the educational context (directors, coordinators etc.) are needed to better understand the role of self-efficacy beliefs in the context investigated. Keywords: Self-efficacy; education; literature review. Autoeficacia en el campo educacional: revisión de las publicaciones en periódicos brasileños ResumenEl camino de la autoeficacia, o el juicio que el individuo realiza sobre la propia capacidad para actuar en un determinado dominio, ha sido investigado en diferentes áreas del conocimiento. Sin embargo, aún es poco conocido y difundido en el contexto educacional brasileño. El objetivo de la investigación fue identificar los estudios sobre autoeficacia realizados en el escenario brasileño, sus recortes metodológicos y principales resultados. Se analizaron 15 artículos seleccionados en las bases de datos SciELO, LILACS y Redalyc, utilizando los términos auto-eficacia o autoeficacia en conjunto con las palabras claves: es...

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Section: Crenças De Autoeficácia: Apontamentos Da Literaturaunclassified

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

et al. 2016

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“…en effet, certaines ne traitent pas de la gestion des ressources en classe (p. ex., Brouwers & tomic, 2001 ;Brownell & Pajares, 1999 ;emmer & Hickman, 1991 ;Main & Hammond, 2008 ;Milson & Mehlig, 2002 ;soodak & Podell, 1996 ;tschannen-Moran & Hoy, 2001) ;de l'établissement d'attentes claires (p. ex., erdem & demirel, 2007 ;Milson & Mehlig, 2002 ;soodak & Podell, 1996) ; du maintien de l'attention et de l'engagement des élèves sur la tâche (p.…”

Section: Une Synthèse Des Questionnaires Relatifs Au Sep Des Enseignantsunclassified

“…ex., erdem & demirel, 2007 ;Milson & Mehlig, 2002 ;soodak & Podell, 1996) ; du maintien de l'attention et de l'engagement des élèves sur la tâche (p. ex., Milson & Mehlig, 2002 ;soodak & Podell, 1996 ;tschannen-Moran & Hoy, 2001) ; du développement de relations positives (p. ex., Brouwers & tomic, 2001 ;emmer & Hickman, 1991 ;erdem & demirel, 2007 ;Main & Hammond, 2008 ;tschannen-Moran & Hoy, 2001) ; et de la gestion des comportements difficiles des élèves (p.…”

Section: Une Synthèse Des Questionnaires Relatifs Au Sep Des Enseignantsunclassified

“…des études ont d'ailleurs mis en évidence la présence de liens entre le seP des enseignants, leurs pratiques pédagogiques (Gordon, 2001 ;Melby, 1995) et la réussite des élèves (armor et al, 1976 ;ashton & Webb, 1986 ;ross, 1998). les enseignants qui présentent un fort seP démontrent une plus grande capacité à planifier et à organiser les activités d'enseignement et d'apprentissage, et ils sont plus engagés, plus ouverts aux nouvelles idées et aux approches pédagogiques novatrices pouvant répondre aux besoins de leurs élèves (Melby, 1995 ;simbula, Guglielmi, & schaufeli, 2011 ;tschannen-Moran & Hoy, 2001). Par exemple, plus l'enseignant présente un fort seP à gérer les comportements difficiles des élèves, moins il vit de stress, plus ses pratiques de gestion de classe sont éducatives et adaptées aux besoins des élèves, et plus ces derniers adoptent une conduite favorable à l'apprentissage (Gordon, 2001 ;Hamre, Pianta, downer, & Mashburn, 2008 ;Hastings, 2005).…”

Section: Introductionunclassified

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Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Gaudreau

Frénette

Thibodeau

2016

mee

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Cet article présente l’élaboration d’une échelle portant sur le sentiment d’efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O’Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d’élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d’un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.

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“…More recently, Bandura (2006) has set out guidance for constructing self-efficacy scales. The instrument's continual development is often prompted by the desire for increased context/subject specificity (Tschannen-Moran & Woolfolk Hoy 2001).…”

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confidence: 99%

Teachers’ self-efficacy: progressing qualitative analysis

Glackin

Hohenstein

2017

International Journal of Research & Method in Education

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1 Teachers' Self-Efficacy: progressing qualitative analysis. AbstractTeacher self-efficacy has predominantly been explored using quantitative instruments such as Likert scales-based questionnaires. Several researchers have questioned these methods, suggesting they offer only a limited view of the concept. This paper considers their claim by exploring the self-efficacy of UK secondary science teachers participating in a two-year professional development programme using both traditional quantitative scales and qualitative methods, including interviews and lesson observations. The findings support the suggestion that traditional quantitative scales do not fully capture teacher self-efficacy and highlight inconsistencies between self-efficacy assessments through the different research approaches. We argue that to achieve a more complete and comprehensive picture of teacher self-efficacy, it is essential that traditional quantitative approaches are better triangulated and integrated with other sources of data, in particular lesson observations. We offer an emerging approach of how qualitative data sources might be used to develop this comprehensive picture.

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Teacher efficacy: capturing an elusive construct

Cited by 4,086 publications

References 42 publications

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Teachers’ self-efficacy: progressing qualitative analysis

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