Teacher Self-Efficacy and Reform: A Systematic Literature Review

Autor/inn/en	Gordon, Danielle; Blundell, Christopher; Mills, Reece; Bourke, Terri
Titel	Teacher Self-Efficacy and Reform: A Systematic Literature Review
Quelle	In: Australian Educational Researcher, 50 (2023) 3, S.801-821 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gordon, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00526-3
Schlagwörter	Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Educational Change; Social Cognition; Social Theories; Environmental Influences + Suchen Sie Ihr Suchwort? Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Bildungsreform; Soziale Kognition; Gesellschaftstheorie; Environmental influence; Umwelteinfluss
Abstract	Teacher self-efficacy (TSE) of pre-service and in-service teachers plays a significant role in the successful implementation of educational reforms. The purpose of this systematic literature review is to explore the interaction between curriculum and/or assessment reform and TSE. Twenty-nine empirical research studies are analysed to find factors that impact TSE during change and the support mechanisms necessary to maintain high TSE. Using the Systematic Quantitative Literature Review method coupled with Social Cognitive Theory and Sources of Self-efficacy, studies reported that environmental determinants lower TSE during reform. It was found that to support high TSE professional learning was a necessity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01