Full Description
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.
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
