Self-Efficacy in Action: Tales from the Classroom for Teaching, Learning, and Professional Development

by Freddie A. Bowles Ph.D (Editor), Cathy J. Pearman (Editor)

Overview

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.

Product Details

ISBN-13:	9781475825213
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	01/23/2017
Sold by:	Barnes & Noble
Format:	eBook
Pages:	130
File size:	1 MB

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.

Table 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 Efficacyon 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

Editorial Reviews

In the book, “Self-Efficacy in Action: Tales from the Classroom,” the editors, Bowles and Pearman provide a comprehensive overview of the role of self-efficacy in the classroom and the relationship to the teacher. The ten chapters are well organized and provide the reader with vignettes and learning scenarios related to classroom situations. Bowles and Pearman connect Interstate Teacher Assessment and Support Consortium (InTASC) standards to the discussion of self-efficacy. This is a prominent and long overdue alignment for those in the teaching and assessment field. The chapter authors provide specific situations that are practical, useful, and significant for teachers and administers who want to know and understand the impact of self-efficacy in the classroom and any environment that deals with learning or the change process.

James Sottile