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Teacher Efficacy in an Early Childhood Professional Development School

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Title: Teacher Efficacy in an Early Childhood Professional Development School
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
FullText Links:
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  Data: Teacher Efficacy in an Early Childhood Professional Development School
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  Data: <searchLink fieldCode="AR" term="%22Epstein%2C+Ann%22">Epstein, Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Willhite%2C+Gary+L%2E%22">Willhite, Gary L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. Mar 2015 7(2):189-198.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development+Schools%22">Professional Development Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 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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  Data: 2015
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  Label: Accession Number
  Group: ID
  Data: EJ1057861
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1057861
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 189
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Professional Development Schools
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Student Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
    Titles:
      – TitleFull: Teacher Efficacy in an Early Childhood Professional Development School
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