scholarly journals The role of teacher identity in teacher self-efficacy development: the case of Katie

2021 ◽  
Author(s):  
Gosia Marschall
Keyword(s):  
Teacher Identity ◽  
Self Efficacy ◽  
Initial Teacher Education ◽  
Affective States ◽  
Role Enactment ◽  
Efficacy Development ◽  
Teacher Self Efficacy ◽  
Social Persuasion

AbstractThis article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.

‘Race’-Education Policy as Social Control?

1994 ◽  
Vol 42 (1) ◽  
pp. 26-61 ◽  
Author(s):  
Jonathan Gabe
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Social Control ◽  
Conceptual Framework ◽  
Race Relations ◽  
Initial Teacher Education ◽  
State Agencies ◽  
British State

This paper focuses on the instrumentalist Marxist model which has been used to explain the policies of the British state in the field of ‘race’-education. After discussing the model's core assumptions and its application in this field the paper explores the model's explanatory adequacy through a case study of the role of the quasi-state agencies of the ‘race’-relations industry in developing ‘race’-education policy in initial teacher education. It ends by considering whether a new conceptual framework is needed to understand ‘race’-education policy.

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

scholarly journals Agroforestry education for high school agriculture science : a case study of novel content implementation

2017 ◽  
Author(s):  
◽  
Hannah Hemmelgarn
Keyword(s):  
Professional Development ◽  
High School ◽  
Sustainable Agriculture ◽  
Teacher Learning ◽  
Self Efficacy ◽  
Development Program ◽  
Professional Development Program ◽  
Social Resilience ◽  
Teacher Self Efficacy

High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

scholarly journals The role of gender and self-efficacy in domestic energy saving behaviors: A case study in Lombardy, Italy

Energy Policy ◽  
2022 ◽  
Vol 160 ◽  
pp. 112696
Author(s):  
Nicola Rainisio ◽  
Marco Boffi ◽  
Linda Pola ◽  
Paolo Inghilleri ◽  
Ilaria Sergi ◽  
...  
Keyword(s):  
Energy Saving ◽  
Self Efficacy ◽  
Domestic Energy

Teacher Self-Efficacy

2020 ◽  
Author(s):  
Rebecca Lazarides ◽  
Lisa Marie Warner
Keyword(s):  
Self Efficacy ◽  
Student Outcomes ◽  
Cognitive Theory ◽  
Independent Effect ◽  
Affective States ◽  
School Factors ◽  
Albert Bandura ◽  
Ample Evidence ◽  
Teacher Self Efficacy ◽  
The Individual

A teacher’s belief in his or her own capability to prompt student engagement and learning, even when students are difficult or unmotivated, has been labeled “teacher self-efficacy” in the context of social learning and social cognitive theory developed by Albert Bandura. Research shows that teachers with high levels of self-efficacy are more open to new teaching methods, set themselves more challenging goals, exhibit a greater level of planning and organization, direct their efforts at solving problems, seek assistance, and adjust their teaching strategies when faced with difficulties. These efforts pay off for self-efficacious teachers themselves, who have been found to be affected by burnout less often and are more satisfied in their jobs but also for their students, who show more motivation, academic adjustment, and achievement. While self-efficacy of the individual teacher explains how the individual teacher’s beliefs relate to students’ academic development, collective teacher efficacy helps to understand the differential effect of faculty and whole schools on student outcomes. Consequently, systematically exploring effective techniques to increase teacher self-efficacy is highly relevant to the teaching context. Previous research has suggested four sources related to the development of self-efficacy: mastery experience, vicarious experience, verbal persuasion, and somatic and affective states. Although there is ample evidence that teacher self-efficacy and collective self-efficacy are important for teacher and student outcomes, and some intervention programs for teachers in trainings, career teachers, and upon school factors show promising results, there is still a lack of longitudinal and experimental research on the independent effect of each of the four sources on teacher self-efficacy.

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