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Increasing the Self-Efficacy of Inservice Teachers through Content Knowledge

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Title: Increasing the Self-Efficacy of Inservice Teachers through Content Knowledge
Language: English
Authors: Swackhamer, Lyn Ely, Koellner, Karen, Basile, Carole, Kimbrough, Doris
Source: Teacher Education Quarterly. Spr 2009 36(2):63-78.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Middle Schools
Postsecondary Education
Descriptors: Preservice Teachers, Teacher Effectiveness, Self Efficacy, Program Effectiveness, Work Ethic, Teaching Methods, Outcomes of Education, Inservice Teacher Education, Pedagogical Content Knowledge, Knowledge Base for Teaching, Teacher Characteristics, Classroom Techniques, Mathematics Skills, Science Achievement, Educational Research, Measures (Individuals), Interviews, Questionnaires, Middle School Teachers
Geographic Terms: Colorado
Assessment and Survey Identifiers: Iowa Tests of Basic Skills
ISSN: 0737-5328
Abstract: A teacher's sense of self-efficacy has been consistently recognized as an important attribute of effective teaching and has been positively correlated to teacher and student outcomes. A number of studies show the impact of teachers with high levels of efficacy. Students of these teachers have outperformed students who had teachers with lower levels of efficacy on the mathematics section of the Iowa Test of Basic Skills. Greater achievement was also found in rural, urban, majority Black, and majority White schools for students who had teachers with high levels of self-efficacy. In addition, studies have shown that teachers with high levels of efficacy have demonstrated different characteristics related to work ethic and pedagogical practice than teachers with low levels of self-efficacy. The benefits of having high levels of efficacy have been firmly established; therefore, many researchers have explored methods of increasing levels of efficacy in preservice teachers; but few studies have explored the concept of raising inservice teachers' efficacy levels. This is partly due to the fact that the concept of self-efficacy, as developed by Bandura (1993), has been thought to impact novice individuals early in the context of new learning, thus limiting the studies of practicing or in-service teachers. In this article, the authors examine teachers' self-efficacy and change over time. They detail self-efficacy and the ways that self-efficacy can impact teaching. In considering the context of an inservice teacher with lower levels of specific content knowledge, the authors posit that content courses which are designed to support a teacher's development of content knowledge and pedagogy can be a valuable way to increase levels of self-efficacy. This study investigates whether inservice teachers' levels of personal efficacy and/or outcome efficacy changed as a result of completing courses in mathematics and/or science that intertwined content acquisition with pedagogy. In addition, the authors are interested in the reasons teachers participated in content courses and if this information helped identify characteristics of teachers with high levels of efficacy. (Contains 7 tables.)
Abstractor: ERIC
Number of References: 23
Entry Date: 2009
Access URL: https://www.caddogap.com/periodicals.shtml
Accession Number: EJ857476
Database: ERIC
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: A teacher's sense of self-efficacy has been consistently recognized as an important attribute of effective teaching and has been positively correlated to teacher and student outcomes. A number of studies show the impact of teachers with high levels of efficacy. Students of these teachers have outperformed students who had teachers with lower levels of efficacy on the mathematics section of the Iowa Test of Basic Skills. Greater achievement was also found in rural, urban, majority Black, and majority White schools for students who had teachers with high levels of self-efficacy. In addition, studies have shown that teachers with high levels of efficacy have demonstrated different characteristics related to work ethic and pedagogical practice than teachers with low levels of self-efficacy. The benefits of having high levels of efficacy have been firmly established; therefore, many researchers have explored methods of increasing levels of efficacy in preservice teachers; but few studies have explored the concept of raising inservice teachers' efficacy levels. This is partly due to the fact that the concept of self-efficacy, as developed by Bandura (1993), has been thought to impact novice individuals early in the context of new learning, thus limiting the studies of practicing or in-service teachers. In this article, the authors examine teachers' self-efficacy and change over time. They detail self-efficacy and the ways that self-efficacy can impact teaching. In considering the context of an inservice teacher with lower levels of specific content knowledge, the authors posit that content courses which are designed to support a teacher's development of content knowledge and pedagogy can be a valuable way to increase levels of self-efficacy. This study investigates whether inservice teachers' levels of personal efficacy and/or outcome efficacy changed as a result of completing courses in mathematics and/or science that intertwined content acquisition with pedagogy. In addition, the authors are interested in the reasons teachers participated in content courses and if this information helped identify characteristics of teachers with high levels of efficacy. (Contains 7 tables.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 63
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Work Ethic
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Science Achievement
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      – SubjectFull: Educational Research
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Interviews
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Colorado
        Type: general
      – SubjectFull: Iowa Tests of Basic Skills
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      – TitleFull: Increasing the Self-Efficacy of Inservice Teachers through Content Knowledge
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