Early Career Teachers' Self-Efficacy: A Longitudinal Study from Australia

Autor/inn/en	George, Sindu V.; Richardson, Paul W.; Watt, Helen M. G.
Titel	Early Career Teachers' Self-Efficacy: A Longitudinal Study from Australia
Quelle	In: Australian Journal of Education, 62 (2018) 2, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944118779601
Schlagwörter	Beginning Teachers; Self Efficacy; Longitudinal Studies; Foreign Countries; Career Development; Teaching Experience; Elementary School Teachers; Secondary School Teachers; Classroom Techniques; Learner Engagement; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Berufsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01