Details
A Commitment to Teaching
Toward More Efficacious Teacher Preparation|
29,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | |
| Veröffentl.: | 30.03.2020 |
| ISBN/EAN: | 9781475854848 |
| Sprache: | englisch |
| Anzahl Seiten: | 162 |
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Beschreibungen
<span>A Commitment to Teaching: Toward More Efficacious Teacher Preparation </span>
<span>introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.</span>
<span>introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.</span>
<span>A Commitment to Teaching </span>
<span>focuses on the beliefs teachers hold about their perceived capability in undertaking certain teaching tasks and meeting challenges in the classroom. In the context of education, teacher self-efficacy is considered a powerful influence on teachers’ overall effectiveness with students.</span>
<span>focuses on the beliefs teachers hold about their perceived capability in undertaking certain teaching tasks and meeting challenges in the classroom. In the context of education, teacher self-efficacy is considered a powerful influence on teachers’ overall effectiveness with students.</span>
<p><span>TABLE OF CONTENTS</span><br><br></p>
<p><span>Preface</span><br><br></p>
<p><span>Acknowledgements</span><br><br></p>
<p><span>Chapter 1.</span><span> Ensuring Teachers’ Commitment and Sense of Self-efficacy: The Role of Teacher Preparation</span><br><br></p>
<p><span>Patrick M. Jenlink </span><br><br></p>
<p><span>Chapter 2.</span><span> The Relationship of Hours of Teacher Preparation Programs’ Field Experiences and Pre-Service Teacher Candidates’ Sense of Teaching Efficacy</span><br><br></p>
<p><span>Alison Reddy, Shana Pribesh, Leigh Butler, and Charlene Fleener</span><br><br></p>
<p><span>Chapter 3.</span><span> How Reflectivity Impacts Teacher Candidates’ Self-efficacy</span><br><br></p>
<p><span>Sherri M. Weber and Julie J. Henry</span><br><br></p>
<p><span>Chapter 4.</span><span> A Framework for Measuring Algebra Teacher Self-efficacy</span><br><br></p>
<p><span>Trena L. Wilkerson, M. Alejandra Sorto, William A. Jasper, Sandra Cooper, Winifred Mallam, Colleen M. Eddy, Yolanda A. Parker, Sarah Quebec Fuentes, Judy M. Taylor, and Elizabeth K. Ward</span><br><br></p>
<p><span>Chapter 5.</span><span> Development of Chinese Teachers’ Self-efficacy in Professional Learning Community</span><br><br></p>
<p><span>Qing Gao and Jian Wang</span><br><br></p>
<p><span>Chapter 6.</span><span> The Role of Self-efficacy and Other Characteristics of Elementary Mathematics Teachers: A Model to Predict Student Achievement</span><br><br></p>
<p><span>James A. Telese, Zhidong Zhang, and Maria E. Diaz</span><br><br></p>
<p><span>Chapter 7.</span><span> Teachers’ Knowledge, Perception, Sense of Self-efficacy</span><a></a><span> and Role in Mental Health for Middle School Students</span><br><br></p>
<p><span>Federico R. Guerra, Jr., Ashwini Tiwari, Nancy Razo, and Lionel Cavazos</span><br><br></p>
<p><span>Chapter 8.</span><span> Epilogue: Toward More Efficacious Teacher Preparation</span><br><br></p>
<p><span>Patrick M. Jenlink</span><br><br></p>
<p><span>About the Editor and Authors</span></p>
<p><span>Preface</span><br><br></p>
<p><span>Acknowledgements</span><br><br></p>
<p><span>Chapter 1.</span><span> Ensuring Teachers’ Commitment and Sense of Self-efficacy: The Role of Teacher Preparation</span><br><br></p>
<p><span>Patrick M. Jenlink </span><br><br></p>
<p><span>Chapter 2.</span><span> The Relationship of Hours of Teacher Preparation Programs’ Field Experiences and Pre-Service Teacher Candidates’ Sense of Teaching Efficacy</span><br><br></p>
<p><span>Alison Reddy, Shana Pribesh, Leigh Butler, and Charlene Fleener</span><br><br></p>
<p><span>Chapter 3.</span><span> How Reflectivity Impacts Teacher Candidates’ Self-efficacy</span><br><br></p>
<p><span>Sherri M. Weber and Julie J. Henry</span><br><br></p>
<p><span>Chapter 4.</span><span> A Framework for Measuring Algebra Teacher Self-efficacy</span><br><br></p>
<p><span>Trena L. Wilkerson, M. Alejandra Sorto, William A. Jasper, Sandra Cooper, Winifred Mallam, Colleen M. Eddy, Yolanda A. Parker, Sarah Quebec Fuentes, Judy M. Taylor, and Elizabeth K. Ward</span><br><br></p>
<p><span>Chapter 5.</span><span> Development of Chinese Teachers’ Self-efficacy in Professional Learning Community</span><br><br></p>
<p><span>Qing Gao and Jian Wang</span><br><br></p>
<p><span>Chapter 6.</span><span> The Role of Self-efficacy and Other Characteristics of Elementary Mathematics Teachers: A Model to Predict Student Achievement</span><br><br></p>
<p><span>James A. Telese, Zhidong Zhang, and Maria E. Diaz</span><br><br></p>
<p><span>Chapter 7.</span><span> Teachers’ Knowledge, Perception, Sense of Self-efficacy</span><a></a><span> and Role in Mental Health for Middle School Students</span><br><br></p>
<p><span>Federico R. Guerra, Jr., Ashwini Tiwari, Nancy Razo, and Lionel Cavazos</span><br><br></p>
<p><span>Chapter 8.</span><span> Epilogue: Toward More Efficacious Teacher Preparation</span><br><br></p>
<p><span>Patrick M. Jenlink</span><br><br></p>
<p><span>About the Editor and Authors</span></p>
<span>Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership, Stephen F. Austin State University.</span>
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