The Role of Teacher Identity in Teacher Self-Efficacy Development: The Case of Katie

Autor/in	Marschall, Gosia
Titel	The Role of Teacher Identity in Teacher Self-Efficacy Development: The Case of Katie
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 6, S.725-747 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marschall, Gosia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09515-2
Schlagwörter	Self Efficacy; Professional Identity; Preservice Teacher Education; Learning Experience; Physiology; Affective Behavior; Phenomenology; Longitudinal Studies; Case Studies; Preservice Teachers; Mathematics Teachers; Self Concept; Professional Autonomy + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehramtsstudiengang; Lehrerausbildung; Lernerfahrung; Physiologie; Affective disturbance; Active behaviour; Affektive Störung; Phenomenological psychology; Phänomenologie; Psychologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Berufsfreiheit
Abstract	This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher's teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher's teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01