Teacher Efficacy in an Early Childhood Professional Development School
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| Title: | Teacher Efficacy in an Early Childhood Professional Development School |
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| Language: | English |
| Authors: | Epstein, Ann, Willhite, Gary L. |
| Source: | International Electronic Journal of Elementary Education. Mar 2015 7(2):189-198. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education Preschool Education Elementary Education |
| Descriptors: | Early Childhood Education, Self Efficacy, Beliefs, Teaching Skills, Professional Development Schools, Mentors, Experienced Teachers, Pretests Posttests, Focus Groups, Preschool Teachers, Student Teachers, Student Teacher Attitudes, Elementary School Teachers, Knowledge Base for Teaching, Teaching Experience, Teacher Collaboration, Interpersonal Competence, Capacity Building, Parent School Relationship, Surveys, Statistical Analysis |
| ISSN: | 1307-9298 |
| Abstract: | Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor teachers to share their knowledge with teacher candidates over extended placements, typically more than 100 hours. Preschool through fourth grade teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children's success. Findings also suggest that early childhood teachers in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2015 |
| Accession Number: | EJ1057861 |
| Database: | ERIC |
| Abstract: | Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor teachers to share their knowledge with teacher candidates over extended placements, typically more than 100 hours. Preschool through fourth grade teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children's success. Findings also suggest that early childhood teachers in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students. |
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| ISSN: | 1307-9298 |
