Self-Efficacy in Action provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. This book engages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism.
Self-Efficacy in Action provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. This book engages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism.
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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