Self-efficacy, according to Bandura (1977), is defined as "beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments." Applying Bandura's essential theory, this captivating book provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. The members of the Association of Teacher Educators' Commission on Self-Efficacy share their knowledge and expertise written as case studies for readers to become more aware of teacher self-efficacy. Self-Efficacy in Action engages…mehr
Self-efficacy, according to Bandura (1977), is defined as "beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments." Applying Bandura's essential theory, this captivating book provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. The members of the Association of Teacher Educators' Commission on Self-Efficacy share their knowledge and expertise written as case studies for readers to become more aware of teacher self-efficacy. Self-Efficacy in Action engages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism. The combination of vignettes, content, discussion questions, and resources guide and support educators and teacher candidates to appreciate the benefits of professional growth and development focused on enhancing self-efficacy for the benefit of student learning and achievement.
Freddie A. Bowles is a professor of teacher education at the University of Arkansas and director of the Master of Arts in Teaching Secondary Education program. She is a board member of the Association of Teacher Educators and is active in the American Council on the Teaching of Foreign Languages. Cathy J. Pearman is a professor and department head in Reading Foundations and Technology at Missouri State University. Her research focus is on the self-efficacy of educators and teacher candidates and linking this topic to a conceptual model regarding the resiliency of people undergoing change. This interest co-exists with her long-term research agenda of exploring effects of technology on literacy skill development and comprehension. She is a board member of the Association of Teacher Educators and is active in the American Educational Research Association and the International Reading Association.
Inhaltsangabe
Foreword Preface Introduction Chapter 1: "I Was Successful!" Developing Teacher Candidates' Confidence and Self Efficacy through Reflection and Supervising Teacher Support Glenda L. Black: Nipissing University, Canada Chapter 2: Enhancing Efficacy with the Disposition of Care Angela Webster Smith: University of Central Arkansas Chapter 3: Expanding from Self to Collective Classroom Efficacy: A Tale of Two Classroom Communities LeAnn G Putney: University of Nevada Las Vegas, Suzanne H. Jones: Utah State University, and Brett Campbell: University of Nevada Las Vegas Chapter 4: Advancing Self-Efficacy with Academic, Pedagogical, Assessment, and Learner Content Nancy P. Gallavan: University of Central Arkansas Chapter 5: The Interactive Dual Impact of Teacher Self Efficacy and Creative Self Efficacy on 21st Century Student Creative and Innovative Performance and Potentiality Elizabeth Johnson: Eastern Michigan University, Mary Katheryn Walsh: Eastern Michigan University Chapter 6: Challenge: Efficacious Teachers View Obstacles as Opportunities Walter Polka: Niagara University, Amanda Fernandes: Niagara University, Elissa Smith: Niagara University, Kylie Flynn: Niagara University Chapter 7: Curriculum as a Reflection of Teacher Self-Efficacy Ashlie Jack: Wichita State University, Kim McDowell: Wichita State University, Shirley Lefever: Wichita State University Chapter 8: Control and Self-Efficacy Terrell M. Peace: Huntington University Chapter 9: On the Culture of Collaboration: A Tool for Teacher Self-Efficacy Jennifer Beasley: University of Arkansas Fayetteville Chapter 10: The Practical Implications of Teacher Self-Efficacy on Collegiality, Collective Efficacy, and Student Achievement Molly Funk: Core School Solutions, LLC Final Thoughts Appendix About the Authors
Foreword Preface Introduction Chapter 1: "I Was Successful!" Developing Teacher Candidates' Confidence and Self Efficacy through Reflection and Supervising Teacher Support Glenda L. Black: Nipissing University, Canada Chapter 2: Enhancing Efficacy with the Disposition of Care Angela Webster Smith: University of Central Arkansas Chapter 3: Expanding from Self to Collective Classroom Efficacy: A Tale of Two Classroom Communities LeAnn G Putney: University of Nevada Las Vegas, Suzanne H. Jones: Utah State University, and Brett Campbell: University of Nevada Las Vegas Chapter 4: Advancing Self-Efficacy with Academic, Pedagogical, Assessment, and Learner Content Nancy P. Gallavan: University of Central Arkansas Chapter 5: The Interactive Dual Impact of Teacher Self Efficacy and Creative Self Efficacy on 21st Century Student Creative and Innovative Performance and Potentiality Elizabeth Johnson: Eastern Michigan University, Mary Katheryn Walsh: Eastern Michigan University Chapter 6: Challenge: Efficacious Teachers View Obstacles as Opportunities Walter Polka: Niagara University, Amanda Fernandes: Niagara University, Elissa Smith: Niagara University, Kylie Flynn: Niagara University Chapter 7: Curriculum as a Reflection of Teacher Self-Efficacy Ashlie Jack: Wichita State University, Kim McDowell: Wichita State University, Shirley Lefever: Wichita State University Chapter 8: Control and Self-Efficacy Terrell M. Peace: Huntington University Chapter 9: On the Culture of Collaboration: A Tool for Teacher Self-Efficacy Jennifer Beasley: University of Arkansas Fayetteville Chapter 10: The Practical Implications of Teacher Self-Efficacy on Collegiality, Collective Efficacy, and Student Achievement Molly Funk: Core School Solutions, LLC Final Thoughts Appendix About the Authors
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