The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Tschannen‐Moran, Megan; Hoy, Anita Woolfolk

doi:10.1016/j.tate.2006.05.003

Cited by 1,270 publications

(1,142 citation statements)

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“…However, teaching efficacy is expected to improve once they begin their teaching practice and as Bandura (1997) suggests, mastery of difficult tasks heightens the feeling of efficacy. According to Tschannen-Moran and Hoy (2007), experience plays an important role in the development of TSES. Steele (2010) believes that success in teaching usually requires hard work and perseverance.…”

Section: Discussionmentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

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The objective of the study was to assess student teachers' efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F 3,668 = 9.86, p<0.05).

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Section: Discussionmentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

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“…Self-efficacy is defined by Bandura (1977) as one's perceived ability to perform an action that will lead successfully towards a specific goal. Teachers with a high sense of self-efficacy for teaching will set higher goals, be less afraid of failure, and find new strategies when old ones fail (Bandura, 1977;Tschannen-Moran & Woolfolk Hoy, 2007). Bandura (1977) described two components of self-efficacy: personal science teaching efficacy and outcome expectancy.…”

Section: Self-efficacymentioning

confidence: 99%

“…This study aims to improve the preparation provided by the science coursework within teacher training programs by focusing on increasing the science teaching self-efficacy of pre-service teachers. Science teaching self-efficacy is important because a high sense of science teaching self-efficacy has been associated with teachers' lasting interest in science, a positive desire to help students and the willingness to improve science teaching (Bandura, 1997;Ramey-Gassert, Shroyer, & Straver, 1996;Tschannen-Moran & Woolfolk Hoy, 2007). Knowing the factors that influence the development by preservice teachers of positive science teaching efficacy beliefs and how efficacy beliefs change over time may be useful for teacher training universities, in order to adapt their curriculum to take these factors into account.…”

Section: Introductionmentioning

confidence: 99%

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Velthuis

Fisser²,

Pieters

2014

Journal of Science Teacher Education

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This study focuses on the improvement of pre-service teachers' selfefficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

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“…Schunk (1995), no contexto americano, indica que a percepção de AE dos estudantes influencia também em sua autorregulação para aprender, uma vez que quanto mais forte for a percepção dessa crença, maior é o comprometimento do estudante com os estudos, bem como sua mobilização para completar suas atividades educacionais, mesmo que haja outras atividades mais interessantes para realizar. Na docência, outro domínio ao qual se referemas investigações no campo educacional, a AE é definida como o julgamento que o professor faz acerca de suas capacidades para ensinar, mesmo os alunos desinteressados e desmotivados (Tschannen-Moran & Woolfolk Hoy, 2007). 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).…”

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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The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Cited by 1,270 publications

References 32 publications

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

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The differential antecedents of self-efficacy beliefs of novice and experienced teachers

Cited by 1,270 publications

References 32 publications

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros

Contact Info

Product

Resources

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THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY