Literaturnachweis - Detailanzeige
| Autor/inn/en | Helms-Lorenz, Michelle; Maulana, Ridwan; van de Grift, Wim |
|---|---|
| Titel | Perceived Beginning Teachers' Self-Efficacy across the Second and Third Years of Professional Practice |
| Quelle | (2016), (36 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Self Efficacy; Teacher Effectiveness; Teacher Characteristics; Teacher Attitudes; Classroom Techniques; Teaching Skills; Learner Engagement; Gender Differences; Teacher Certification; Foreign Countries; Secondary School Teachers; Netherlands |
| Abstract | The focus of this study is to investigate the development of beginning teachers' self-efficacy and to explore the influence of contextual and personal characteristics on the longitudinal development of their self-efficacy during the second and third year of professional practice. Across three years, beginning teachers (N=365-250) responded to the self-efficacy survey at the end of the school year. Multilevel growth curve modelling revealed that beginning teachers' perceived self-efficacy developed linearly, with self-efficacy in classroom management showing steeper growth compared to self-efficacy in instruction and student engagement. Gender and certification status influenced general differences in perceived self-efficacy significantly, showing that female teachers as well as uncertified teachers reported lower self-efficacy compared to male teachers and certified teachers. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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