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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.
List of contents
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
About the author
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.
Summary
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.
