Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy

Autor/inn/en	Tschannen-Moran, Megan; McMaster, Peggy
Titel	Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy
Quelle	In: Elementary School Journal, 110 (2009) 2, S.228-245 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/605771
Schlagwörter	Self Efficacy; Faculty Development; Reading Instruction; Teaching Methods; Teacher Effectiveness; Teacher Attitudes; Elementary School Teachers; Teacher Surveys; Verbal Communication; Feedback (Response); Instructional Effectiveness; Mastery Learning; Demonstrations (Educational); Planning; Role Models; Affective Behavior + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Ablaufplanung; Planungsprozess; Identifikationsfigur; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This quasi-experimental study tested the potency of different sources of self-efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self-efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy-relevant input. Results indicated that the professional development format that supported mastery experiences through follow-up coaching had the strongest effect on self-efficacy beliefs for reading instruction as well as for implementation of the new strategy. A substantial proportion of the teachers who participated in formats that included a demonstration with local students and a planning and practice session, but no follow-up coaching, experienced a decrease in their self-efficacy for reading instruction. (Contains 4 notes and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10