The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers

Autor/inn/en	Tschannen-Moran, Megan; Hoy, Anita Woolfolk
Titel	The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 23 (2007) 6, S.944-956 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.05.003
Schlagwörter	Beginning Teachers; Self Efficacy; Beliefs; Teaching Experience; Mastery Learning; Context Effect; Teacher Attitudes + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Lehrerverhalten
Abstract	Among the sources of teachers' self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors such as the teaching resources and interpersonal support available were found to be much more salient in the self-efficacy beliefs of novice teachers. Among experienced teachers, for whom an abundance of mastery experiences were available, contextual factors played far less important a role in their self-efficacy beliefs. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10