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1.
Teacher self-efficacy and teacher burnout: A study of relations 总被引：2，自引：0，他引：2
The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction. 相似文献
2.
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development of the student teachers’ efficacy beliefs. The research participants included 102 student teachers. All three setting groups exhibited significant increases in teachers’ sense of efficacy following student teaching. Urban student teachers exhibited significantly lower perceived collective efficacy. Perceived cooperating teachers’ efficacy was predictive of and positively related to the student teachers’ post-TSES scores. 相似文献
3.
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES. 相似文献
4.
This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it. 相似文献
5.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
6.
Teacher education programs are under great pressure to produce highly capable teachers. Teacher self-efficacy has been shown to correlate with teacher motivation and perseverance, yet little is known about how specific teacher education experiences predict teacher self-efficacy. Four sources contributing to teacher self-efficacy beliefs during teacher education programs include mastery experiences, vicarious experiences, verbal persuasion from teacher educators, and verbal persuasion from cooperating teachers. In this study, perceptions of these sources were examined to determine how well they correlate with and predict preservice teacher self-efficacy. Results showed all four variables were strong predictors of preservice teacher self-efficacy, but that these variables accounted for only 18% of the variance, suggesting additional sources need to be examined. Perceptions of training experiences were examined across nine programs (N = 783). Implications for teacher educators and mentor teachers are provided so as to find ways to strengthen preservice teacher self-efficacy. 相似文献
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8.
Margareta Maria Thomson Jeannine E. Turner John L. Nietfeld 《Teaching and Teacher Education》2012,28(3):324-335
This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching.Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings. 相似文献
9.
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and research on learned optimism. At the school level, collective academic optimism has been related to academic performance (Hoy, Tarter, & Woolfolk Hoy, 2006b). The analyses tested and supported the validity and reliability of the construct at the individual level with elementary school teachers in a confirmatory factor analysis using Structural Equation Modeling (SEM). 相似文献
10.
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning 总被引：1，自引：0，他引：1
Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors. 相似文献
11.
This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher. 相似文献
12.
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning, as well as discuss implications for research and practice. 相似文献
13.
Keith D. Ciani Jessica J. Summers Matthew A. Easter 《Contemporary educational psychology》2008,33(4):533-560
Classroom instruction may be affected by school contexts that are increasingly performance-driven because of legislative demands. Interpreting this as a need to investigate the relationships between school context and classroom practice, this study took a “top-down” approach by examining contextual elements of school goal structure and teacher community on teachers’ sense of self- and collective efficacy, and classroom goal structures. After collecting data from teachers in four Midwestern high schools, results indicated that teachers in highly performance-oriented schools reported significantly less adaptive motivational beliefs, lower community, and more performance-oriented instruction than teachers in a low performance-oriented school. Furthermore, a path analysis revealed that classroom goal structures were significantly and indirectly related to teacher community. We discuss how academic context may affect teachers’ motivational beliefs as well as classroom practices, and make recommendations for future research and practice. 相似文献
14.
Insight in the way teachers' beliefs filter their interpretation of inclusive classrooms is vital to support teachers’ competences to teach diverse learners. This study explores how three types of teacher beliefs about teaching diverse learners (i.e., professional beliefs about diversity, beliefs about differentiating the curriculum, and growth mindset) are associated with their noticing of two key aspects of effective inclusive classrooms (i.e. positive teacher-student interactions (PTSI) and differentiated instruction (DI)). Data was collected in a sample of secondary education teachers (N = 462) in Flemish schools (N = 23). Teacher beliefs were measured by survey scales, while teachers’ noticing of PTSI and DI was assessed by a standardised video-based comparative judgement instrument. Survey and video data were combined in a multivariate multilevel framework. Findings indicate that teachers’ professional beliefs about diversity and beliefs about differentiating the curriculum serve as filters for noticing PTSI and DI in videoclips. For teachers’ growth mindset no significant relationship was found. These associations did not change when taking into account teachers’ sex, age, educational background or experience. Furthermore, a small part of the differences in teachers’ noticing DI is explained by the school level, suggesting that teachers within a school can share a vision. Results are discussed in the light of teacher thinking for inclusive classrooms and implications for teacher professional development. 相似文献
15.
Teachers in community-based or home-based schools in Afghanistan play a critical role in extending access to education to children who are unable to access the government schools, especially girls. These teachers—men and women—are nominated by the community to teach, without necessarily having teaching experience or even completing their own education. Whilst they may feel under-confident about their teaching skills and need ongoing professional development and support, these teachers nonetheless have a strong sense of their roles in the community, especially with respect to guiding children in their faith and promoting children's ‘tarbia’ (moral and ethical character) and well-being. This paper draws on qualitative data collected though the Healing Classrooms Initiative of the International Rescue Committee (IRC). Using interview and questionnaire responses it presents home-based school teachers’ experiences and beliefs about education and the role of the teacher, and discusses how these constitute alternative qualifications in the context of early reconstruction in Afghanistan. 相似文献
16.
This study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. Factor analysis demonstrated construct validity of the measure of TSELI developed. Moderate correlations between TSELI and the more general TSES suggest that while there is some overlap, they are not the same thing. In a regression analysis, the quality of university preparation, highest level of education, participation in a book club, school level, resources available for classroom books, teachers’ sense of efficacy for instructional strategies and for student engagement all explain variance in TSELI. 相似文献
17.
Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed. 相似文献
18.
谈高职高专教师的自我效能感 总被引：1，自引：0，他引：1
刘琼 《南昌教育学院学报》2010,25(1)
教师自我效能感是指教师相信自己有能力对学生的学习产生积极影响的一种知觉和信念。国内外的研究表明:教师的自我效能感与教师的教育教学行为、学生的学业成绩和人格形成之间存在着密切关系。本文分析了影响高职高专教师自我效能感的因素,并提出了提高高职高专教师效能感的策略。 相似文献
19.
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. 相似文献
20.
Klaudia Schulte Susanne Bögeholz Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287
Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented. 相似文献