Validating the Efficacy-Based Change Model

McKinney, Marilyn; Sexton, Tom; Meyerson, Maria J.

doi:10.1016/s0742-051x(98)00051-1

Cited by 41 publications

(36 citation statements)

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“…Two later studies revealed that teachers who had high efficacy tended to have more concerns about making an impact on student learning, while teachers with sequentially earlier concern levels tended to have a lower sense of efficacy (Ghaith & Shaaban, 1999;McKinney et al, 1999). Ghaith and Shaaban (1999) found that years of experience and personal teaching efficacy were negatively correlated to teaching concerns among 292 in-service teachers of varied experience levels.…”

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

“…McKinney, Sexton and Meyerson (1999) used the SoC to show in order for an educational reform to be successful, teachers must move through a sequence of concerns that aligns with Fuller's hierarchy of concerns. The TCC and SoC instruments have been used in studies to examine concerns in areas such as multicultural education, program development involving educational technology, and programs integrating students with disabilities into the general population (Lienert, Sherrill, & Myers, 2001;Marshall, 1996;Newhouse, 2001).…”

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

“…Several studies explored whether concern levels and efficacy beliefs changed during inquiry and if these changes followed pre-described theoretical frameworks (Boz & Boz, 2010;Charalambos & Philippou, 2010;Evans & Tribble, 1986;Ghaith & Shaaban, 1999;McKinney et al, 1999;Veenman, 1984). While results from studies by Evans andTribble (1986) andVeenman (1984) did not support Fuller and Bown's (1975) sequential progression of concerns; both indicated that instructional practice experiences improved efficacy levels which, in turn, reduced teaching concerns.…”

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

“…Ghaith & Shaaban, 1999;McKinney et al, 1999) recognized that under ideal situations, teachers progressed through a sequence of concerns that allowed them to move away from self-centered concerns and toward more constructive concerns focused on impacts on their students' learning. In the process, efficacy beliefs were strengthened and enabled the transformation into becoming an effective teacher.…”

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

“…Charalambos & Phillippou, 2010;Ghaith & Shaaban, 1999;McKinney et al, 1999). A lack of supporting evidence that focuses on teacher concerns of STEM pre-service teachers exists.…”

Section: Anxiety Stress and Burnoutmentioning

confidence: 99%

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The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Harris, Twyla Diane 1959-, "The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating preservice teacher concerns." (2015). Hamman, & Olivarez, 2007; Gold, 1985). A strategy for addressing attrition is to reduce self-preservation concerns in pre-service education programs.This study used a mixed-methods quasi-experimental research design to examine two STEM teacher education programs, with the long-term goal of improving STEM teacher retention. The first, "SkyTeach", incorporated instructional experiences and an assortment of mentoring models prior to student teaching. The second program utilized primarily observational field experiences and academic advisors preceding student teaching. This study investigated how engaged field experiences and multi-faceted mentoring impacted pre-service teacher concerns.Concerns measured included self-preservation, task-related, and impact concerns.Quantitative results showed no significant differences between Traditional and SKyTeach vi pre-service teachers (PST) on any concern before student teaching. Both programs possessed moderate levels of individual concerns. A qualitative investigation into self-preservation concerns revealed that Traditional PSTs recorded mainly content concerns; whereas SKyTeach PSTs primarily noted respect concerns before student teaching. Qualitative findings denoted a shift in Traditional PSTs' concerns from content to respect concerns, whereas SKyTeach self-preservation concerns essentially disappeared by end of student teaching.Impacts of mentoring and field experiences on self-preservation concerns were investigated. Before student teaching, Traditional PSTs experienced primarily observational experiences; whereas, SKyTeach PSTs had instructional practice experiences. Those PSTs with more instructional practices concluded that they were not intimidated by the upcoming teaching experience. Traditional PSTs identified academic advisors as mentors and SKyTeach identified a variety of mentors prior to student teaching. During student teaching, both programs stated their primary mentors were their cooperating teachers and university supervisors. SKyTeach PSTs also relied on SKyTeach Master Teachers as a secondary source of counsel. This evidence indicated that the presence of a trained mentor reduced self-preservation concerns.This study found having a mentor who provided a triad of support coupled with the focused observational and instructional field experiences helped reduce self-preservation concerns among PSTs before student teaching.

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Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

Section: Configuration Survey (Ic) the Stages Of Concern Was Verifiementioning

confidence: 99%

“…Charalambos & Phillippou, 2010;Ghaith & Shaaban, 1999;McKinney et al, 1999). A lack of supporting evidence that focuses on teacher concerns of STEM pre-service teachers exists.…”

Section: Anxiety Stress and Burnoutmentioning

confidence: 99%

See 3 more Smart Citations