Description
Book SynopsisSelf-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 Action engages 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.
Trade ReviewIn the book, “Self-Efficacy in Action: Tales from the Classroom,” the editors, Bowles and Pearman provide a comprehensive overview of the role of self-efficacy in the classroom and the relationship to the teacher. The ten chapters are well organized and provide the reader with vignettes and learning scenarios related to classroom situations. Bowles and Pearman connect Interstate Teacher Assessment and Support Consortium (InTASC) standards to the discussion of self-efficacy. This is a prominent and long overdue alignment for those in the teaching and assessment field. The chapter authors provide specific situations that are practical, useful, and significant for teachers and administers who want to know and understand the impact of self-efficacy in the classroom and any environment that deals with learning or the change process. -- James Sottile, Associate Dean and Professor- Missouri State Univerity
Table of ContentsForeword 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 Efficacy on 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
