scholarly journals Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

2015 ◽  
Vol 40 (40) ◽  
Author(s):  
Şahin Dündar
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Elementary School Teachers ◽  
Teaching Methods ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Methods Course ◽  
Learning Approaches ◽  
School Teachers ◽  
Social Studies Teaching

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals Promoting resilience : teachers' preceptions from the classroom

2021 ◽  
Author(s):  
Meghann Proulx
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Social Competence ◽  
Elementary School Teachers ◽  
Teaching Methods ◽  
Risk And Resilience ◽  
School Teachers ◽  
High Expectations ◽  
Growing Body ◽  
The One

This paper examined seven teachers' interpretations of the terms 'at risk' and resilience, their preceived influential role, and universal teaching methods that were perceived to promote resilient behaviours in the classroom. 'At risk' was described as a more familiar term than resilience, with a stronger focus in schools on academic 'at risk'. Resilience was viewed to be predominantly a result of internal attributes. Four themes emerged from the one-on-one interviews with elementary school teachers. Responsibilities, high expectations, consistency, and social competence were perceived by the teachers as leading to resilience development among their students. This study adds to the growing body of research which aims at uncovering the processes leading to the development of resilience.

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