Curriculum as a reflection of teacher self-efficacy
Jack, Ashlie R. McDowell, Kimberly D. Lefever, Shirley
Jack, Ashlie R.
McDowell, Kimberly D.
Lefever, Shirley
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2017
Type
Book chapter
Genre
Keywords
Professional development,Curriculum,Literacy,Teacher education
Subjects (LCSH)
Citation
Jack, A.R., McDowell, K., & Lefever, S. (2017). Curriculum as a reflection of teacher self-efficacy. In F. Bowles & C. Pearman (Eds.), Self-Efficacy in action: Tales from the classroom for teaching, learning, and professional development (pp. 69-79). Landham, MD: Rowman & Littlefield.
Abstract
A well-established sense of efficacy has been positively correlated with student achievement and teacher retention. Given this, there is a strong need to promote teacher self-efficacy. Chief among the strategies to promote early-career teachers' self-efficacy is professional learning that engages teachers in the kind of practice-based, action research that helps build a community of local scholars, a comprehensive approach to mentoring that fosters growth and success through Bandura's contributors to the development of self-efficacy, and time for self-reflection practices in order to foster accomplished teaching and impact student learning.
Table of Contents
Description
A print copy of this book is available in the Ablah Library's Stacks. Call No.LB1062.6.S43 2017
Publisher
Rowman & Littlefield
Journal
Book Title
Series
Enhancing self-efficacy in action: Tales from the classroom for teaching, learning, and professional development
2017
2017