Novice Teachers Self Efficacy And Instructional Practice

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Novice Teachers' Self-efficacy and Instructional Practice

Author : Kimberly Tew
Publisher :
ISBN 13 :
Total Pages : 186 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Novice Teachers' Self-efficacy and Instructional Practice by : Kimberly Tew

Download or read book Novice Teachers' Self-efficacy and Instructional Practice written by Kimberly Tew and published by . This book was released on 2017 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing instructional competence and self-efficacy--as with mastery of any occupation--may take years of practice. However, most districts only offer one year of induction support (Ingersoll & Kralik, 2004). Multi-year induction programs--and studies about how these multi-year programs might influence self-efficacy and instruction--are extremely rare. I serve as an administrator in a New Jersey district with a four-year induction program. The purpose of this qualitative evaluation case study was to consult the district's second, third, and fourth-year teachers to explore their perceptions of the multi-year induction program and how they felt it influenced their self-efficacy and instructional practice. The research question guiding the study was: From a novice teacher's perspective, in what ways does the multi-year induction program in the Robbinsville School District contribute each year to changes in his/her self-efficacy and instructional practice? Data collection included focus groups and anonymous surveys for each cohort of teachers as well as professional development evaluation forms to compare how each year of induction might have influenced teachers' perception of their self-efficacy and instructional practice. Five themes related to the contribution of the multi-year program were identified. First, participating in the multi-year program communicated to teachers that mastery developed over time. Second, having multiple years to refine their instructional practice enabled teachers to feel more comfortable taking risks with instructional strategies and teacher leadership. Third, the program helped novices to develop instructional strategies as they progressed through each year of the program. Fourth, the induction process encouraged novices to "bridge the divide" and build relationships with fellow cohort members, veteran colleagues, and administrators. Finally, inducted novices routinely sought vicarious experiences to improve their instruction and self-efficacy. Suggestions for improvement included providing more choice in professional development, helping administrators and mentors become more aware of novices' needs, and offering additional opportunities for vicarious learning. Study participants consistently reported that the four-year program, though it required more responsibilities than a traditional one-year program, positively influenced their self-efficacy and instructional practice each year. Findings from this study will provide insight on how to improve the design and implementation of this, and possibly other, multi-year induction programs.

Determinants of Student Achievement

Author : Julian R. Betts
Publisher : Public Policy Instit. of CA
ISBN 13 : 9781582130446
Total Pages : 139 pages
Book Rating : 4.1/5 (34 download)

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Book Synopsis Determinants of Student Achievement by : Julian R. Betts

Download or read book Determinants of Student Achievement written by Julian R. Betts and published by Public Policy Instit. of CA. This book was released on 2003-08-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Self-efficacy for Inquiry-based Instruction

Author : Tanya Chichekian
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (911 download)

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Book Synopsis Self-efficacy for Inquiry-based Instruction by : Tanya Chichekian

Download or read book Self-efficacy for Inquiry-based Instruction written by Tanya Chichekian and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Inquiry-based teaching and learning are rooted in social constructivism and focus on the different roles that students and teachers adopt compared to those adopted in traditional settings. Challenges associated with implementing inquiry as a pedagogical approach have often been associated with teachers' motivation, especially their self-efficacy, to their previous research experience, as well as to teacher-education programs that expose future teachers to learning about and teaching using an inquiry approach. Induction into the teaching profession, therefore, is a critical period of time for novice teachers' self-efficacy for implementing inquiry as a pedagogical approach. This longitudinal study examined senior preservice teachers' self-efficacy for inquiry instruction and followed a sample of six new teachers during their first year of professional practice. We began by administering a survey to 244 senior preservice teachers to determine if self-efficacy for inquiry enactment differed between elementary and secondary preservice teachers and in what ways. Whereas they differed in their self-efficacy regarding engaging students in problem finding, differences were less evident in inquiry tasks describing linking knowledge. We also conducted focus groups to determine what elements from teacher-education and field experiences might explain their understanding of inquiry instruction. These interviews revealed that preservice teachers were learning more of what seemed to be a procedural introduction to inquiry. In the second phase of this study, we followed six first-year teachers as they struggled to implement inquiry in their classrooms. At the end of the first year, we administered the same survey as in phase 1 to monitor changes, if any, in self-efficacy during the transition from student-teacher to novice teacher. We conducted individual interviews at the beginning and at the end of the academic year to examine for changes in participants' responses regarding their conceptualizations of inquiry and challenges they identified as obstacles to implementing inquiry. To triangulate our data, we also observed the six teachers in their classrooms five times over the course of one year. We used these data sources to explore first-year teachers' alignment among self-efficacy, conceptualizations, and actual enactment of inquiry. At the end of the first year of professional practice, self-efficacy for teaching using inquiry underwent a general decline as well as the number of concepts teachers used to describe inquiry enactment during the interviews. The number of observed inquiry tasks increased and most progress was observed in tasks describing student engagement and question asking and the least in linking knowledge. Strong alignment was observed between changes in self-efficacy and enactment of inquiry as well as changes between self-efficacy and conceptualizations of inquiry enactment. Implications for teacher-education and research about self-efficacy are discussed. " --

Self-Efficacy in Action

Author : Freddie A. Bowles
Publisher : Rowman & Littlefield
ISBN 13 : 1475825218
Total Pages : 141 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Self-Efficacy in Action by : Freddie A. Bowles

Download or read book Self-Efficacy in Action written by Freddie A. Bowles and published by Rowman & Littlefield. This book was released on 2017-01-23 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 Actionengages 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.

Culturally Relevant Pedagogy and Novice Teacher Self-Efficacy

Author : Jennifer Levine Medeiros
Publisher :
ISBN 13 :
Total Pages : 119 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis Culturally Relevant Pedagogy and Novice Teacher Self-Efficacy by : Jennifer Levine Medeiros

Download or read book Culturally Relevant Pedagogy and Novice Teacher Self-Efficacy written by Jennifer Levine Medeiros and published by . This book was released on 2019 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: A key indicator of novice teacher efficacy is how adept teachers believe themselves to be with respect to impacting students' behavior, motivation, and achievement. Culturally relevant pedagogy has been proven to improve education outcomes in all three of these areas. This explanatory sequential, mixed-methods study examined culturally relevant pedagogy, novice teacher efficacy, and novice teacher persistence in an effort to understand the potential ways each area can impact the other two. Proper teacher training in culturally relevant pedagogy may increase general teaching self-efficacy and novice teacher retention, improving education outcomes for the most at-risk students. As such, this study used an explanatory sequential mixed methods approach to understand the possible relationships between novice teachers' self-efficacy beliefs around culturally relevant pedagogy, their overall perceptions of themselves as qualified, effective teachers, and their decisions on whether or not to persist at their site, in their district, or in education altogether. The study found little variance between novice teachers' confidence levels on both the Culturally Relevant Teaching Outcome Expectancy scale and the Culturally Relevant Teaching Self-Efficacy scale when data was aggregated by age group, sex, or years of teaching experience. Mean self-efficacy scores showed the greatest difference between the 26-35 age group and the 36-45 age group and between White and non-White respondents. While further investigation is required to delve more deeply into these differences, there is an implication that older teachers and teachers of color are inclined to greater confidence levels with regards to implementations of culturally relevant pedagogy. Interview data brought forth six key themes connecting to influences pushing novice teachers towards and away from culturally relevant practice; these themes can be organized into internal and external factors. Internal factors include ambivalence, critical consciousness, and self-reflection. External factors include relationships, time, and school culture. Other significant findings show novice teachers who have strong support for engaging with and reflecting on implementation of culturally relevant practices are more likely to pursue opportunities to practice and improve their culturally relevant practice. Results of this study provide insight for district administration and teacher leaders to guide the organization of teacher induction and teacher training programs. Limitations of this study, including the short time period for data collection and the limited sample size, will be discussed.

Teaching Literacy in the Twenty-First Century Classroom

Author : Tiffany L. Gallagher
Publisher : Springer Nature
ISBN 13 : 3030478211
Total Pages : 297 pages
Book Rating : 4.0/5 (34 download)

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Book Synopsis Teaching Literacy in the Twenty-First Century Classroom by : Tiffany L. Gallagher

Download or read book Teaching Literacy in the Twenty-First Century Classroom written by Tiffany L. Gallagher and published by Springer Nature. This book was released on 2020-07-02 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.

Examining the Teacher Induction Process in Contemporary Education Systems

Author : Öztürk, Mustafa
Publisher : IGI Global
ISBN 13 : 1522552294
Total Pages : 395 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Examining the Teacher Induction Process in Contemporary Education Systems by : Öztürk, Mustafa

Download or read book Examining the Teacher Induction Process in Contemporary Education Systems written by Öztürk, Mustafa and published by IGI Global. This book was released on 2018-08-10 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.

Teachers as Professional Learners

Author : Ellen Larsen
Publisher : Springer Nature
ISBN 13 : 3030659313
Total Pages : 227 pages
Book Rating : 4.0/5 (36 download)

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Book Synopsis Teachers as Professional Learners by : Ellen Larsen

Download or read book Teachers as Professional Learners written by Ellen Larsen and published by Springer Nature. This book was released on 2021-01-19 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers’ sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.

Addressing Novice Teacher Retention in Special Education

Author : Susan Marie Potts-Datema
Publisher :
ISBN 13 :
Total Pages : 292 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Addressing Novice Teacher Retention in Special Education by : Susan Marie Potts-Datema

Download or read book Addressing Novice Teacher Retention in Special Education written by Susan Marie Potts-Datema and published by . This book was released on 2019 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers leave the field at rates higher than other teachers, with the highest rates demonstrated by beginning special education teachers (Boe, Cook & Sunderland, 2008; Jones, Youngs, & Frank, 2013; White & Mason, 2006). This high turnover rate requires school systems to invest significant amounts of time, energy, and resources into the continual retraining of special education teachers (Thornton et al., 2007). Increasing novice special education teacher self-efficacy may be one way of improving teacher performance, resilience, and willingness to remain in the field (Ruble, Usher & McGrew, 2011). This mixed-method action research study examined the influence an induction and mentoring program may have on self-efficacy levels of novice special education teachers, which may, in turn, led to higher rates of desired special education teacher retention. The action research team also explored components of mentor support and training that may influence the development of increased teacher self-efficacy in novice special education teachers. Findings indicated that special education mentor teachers provide a significant amount of support to new special education teachers, including modeling instruction, observing instruction and providing immediate feedback, supporting the implementation of effective instructional strategies, supporting behavior management, and offering encouragement and moral support. As a result of this mentoring support, new special education teachers adjust their classroom practices in the areas of providing instruction, behavior management, teaching district standards, and reflection. While mentoring provides benefits to new special education teachers, many new special education teachers continue to feel overwhelmed. Special education mentor teachers highly valued ongoing face-to-face training that targeted effective mentoring skills, best instructional practices for students with disabilities, and included dedicated time to collaborate with other special education mentors. Special education mentors require ongoing support to continue successfully navigating the challenges of being a special educator as they support new teachers, especially in the areas of managing job demands, role confusion, and navigating relationships with general education colleagues.

What Successful Teachers Do

Author : Neal A. Glasgow
Publisher : Simon and Schuster
ISBN 13 : 1632209918
Total Pages : 272 pages
Book Rating : 4.6/5 (322 download)

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Book Synopsis What Successful Teachers Do by : Neal A. Glasgow

Download or read book What Successful Teachers Do written by Neal A. Glasgow and published by Simon and Schuster. This book was released on 2015-06-23 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for novice and seasoned professionals alike, this updated edition of a powerful bestseller provides research-based best practices and practical applications that promote strong instruction and classroom management. The authors translate the latest research into 101 effective strategies for new and veteran K–12 teachers. Updated throughout, and with an entirely new chapter on supporting reading and literacy, this edition presents the strategies in a user-friendly format: The Strategy: a concise statement of an instructional strategy What the Research Says: a brief discussion of the research to provide readers with a deeper understanding of the principles involved Classroom Application: how each strategy can be used in instructional settings Precautions and Possible Pitfalls: caveats to help teachers avoid common problems Sources: a reference list for further reading What Successful Teachers Do is a valuable resource for strengthening teachers' professional development and improving student performance.

Self-Efficacy in Instructional Technology Contexts

Author : Charles B. Hodges
Publisher : Springer
ISBN 13 : 3319998587
Total Pages : 300 pages
Book Rating : 4.3/5 (199 download)

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Book Synopsis Self-Efficacy in Instructional Technology Contexts by : Charles B. Hodges

Download or read book Self-Efficacy in Instructional Technology Contexts written by Charles B. Hodges and published by Springer. This book was released on 2018-10-24 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.

Successful Teaching

Author : David Schwarzer
Publisher : Rowman & Littlefield
ISBN 13 : 1475825307
Total Pages : 349 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Successful Teaching by : David Schwarzer

Download or read book Successful Teaching written by David Schwarzer and published by Rowman & Littlefield. This book was released on 2016-12-13 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume provides novice teachers with a practical guide to help them transition from teacher education students to independent, reflective and autonomous classroom teachers. It also serves as a scaffolding tool for mentor teachers assigned to support novice teachers during their first years in the field. Novice teachers can use this comprehensive resource as a way to connect the overarching conceptual themes and big ideas from their Teacher Education courses to their classroom practices. This book is designed to encourage novice teachers to make more intentional and pedagogically sound decisions during their beginning teaching experiences, whether it is fieldwork observations, student teaching, or the first years in the classroom. The book covers a variety of issues, including: getting to know your students, families and communities; curriculum development; and pedagogical decisions. Each of these sections contain specific chapters devoted to a particular concept such as assessment, instruction for diversity, integrating technology across the curriculum, action research and more. This book serves as a bridge between pedagogical theory and the realities of the 21st century classroom.

Redefining Teacher Preparation

Author : Caroline M. Crawford
Publisher : Rowman & Littlefield
ISBN 13 : 1475839197
Total Pages : 133 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Redefining Teacher Preparation by : Caroline M. Crawford

Download or read book Redefining Teacher Preparation written by Caroline M. Crawford and published by Rowman & Littlefield. This book was released on 2017-10-11 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Redefining Teacher Preparation: Learning from Experience in Educator Development, highlights applications and reflections of Association of Teacher Educator (ATE) Standards and offers conceptual frameworks and contextual realities in connections to classroom educators at all stages of their career. Association of Teacher Educators (ATE) is a professional community focusing upon redefining teacher preparation to promote advocacy, equity, leadership and professionalism through learning from experience in educator development. This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators. This text serves also as a tool for promoting professional discourse concerning redefining teacher preparation in learning through experience pertaining to the development and implications of classroom teachers as associated teacher educators. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of classroom teachers as associated teacher educators in this regard.

The Novice Advantage

Author : Jonathan Eckert
Publisher : Corwin Press
ISBN 13 : 1506341055
Total Pages : 256 pages
Book Rating : 4.5/5 (63 download)

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Book Synopsis The Novice Advantage by : Jonathan Eckert

Download or read book The Novice Advantage written by Jonathan Eckert and published by Corwin Press. This book was released on 2016-04-06 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inspiring to teachers of all experience levels, this guide uses humor and insight to show how to teach with daring, while growing through risk, reflection, and revision.

Learning from Beginning Science Teachers

Author : Muoi Thi Tang
Publisher :
ISBN 13 :
Total Pages : 444 pages
Book Rating : 4.3/5 (121 download)

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Book Synopsis Learning from Beginning Science Teachers by : Muoi Thi Tang

Download or read book Learning from Beginning Science Teachers written by Muoi Thi Tang and published by . This book was released on 2001 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Transforming Teacher Preparation Through Identity, Development, and Effective Technologies

Author : Sargent, Denise LaVoie
Publisher : IGI Global
ISBN 13 :
Total Pages : 507 pages
Book Rating : 4.3/5 (693 download)

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Book Synopsis Transforming Teacher Preparation Through Identity, Development, and Effective Technologies by : Sargent, Denise LaVoie

Download or read book Transforming Teacher Preparation Through Identity, Development, and Effective Technologies written by Sargent, Denise LaVoie and published by IGI Global. This book was released on 2024-08-09 with total page 507 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the landscape of global education, there is a dire shortage of teachers, exacerbated by declining enrollment rates and a mass exodus of educators, particularly in urban settings. UNESCO's revelation that millions of teachers are needed by 2030 underscores the critical gaps in our ability to provide quality education. As the education sector grapples with these challenges, Transforming Teacher Preparation Through Identity, Development, and Effective Technologies, offers valuable solutions. This compilation responds to the pressing need for a paradigm shift in teacher preparation, offering insights, recommendations, and diverse perspectives from experts worldwide to address the current crisis and shape the future of education. Teacher shortages and diminishing enrollment rates, coupled with the departure of educators, pose a significant threat to the quality of education globally. Urban areas, in particular, witness a disproportionate exodus of educators, creating disparities that impact the most vulnerable students. The COVID-19 pandemic has further emphasized the need for innovative, technology-driven solutions in teacher preparation. As schools deal with these issues, the imperative is to not only reflect on the current state of teacher preparation but also to set forth recommendations that will transform the field, ensuring a robust and resilient education system for the years to come.

Dynamic Principles of Professional Development

Author : Caroline M. Crawford
Publisher : Rowman & Littlefield
ISBN 13 : 1475839227
Total Pages : 139 pages
Book Rating : 4.4/5 (758 download)

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Book Synopsis Dynamic Principles of Professional Development by : Caroline M. Crawford

Download or read book Dynamic Principles of Professional Development written by Caroline M. Crawford and published by Rowman & Littlefield. This book was released on 2017-10-11 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional’s career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.