Self-Efficacy in Action: Tales from the Classroom for Teaching, Learning, and Professional Development

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Description

Self-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 Banduras 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.

Reviews

In 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

Author Bio

Freddie A. Bowles is a professor of teacher education at the University of Arkansas and director of the Master of Arts in Teaching Secondary Education program. She is a board member of the Association of Teacher Educators and is active in the American Council on the Teaching of Foreign Languages. Cathy J. Pearman is a professor and department head in Reading Foundations and Technology at Missouri State University. Her research focus is on the self-efficacy of educators and teacher candidates and linking this topic to a conceptual model regarding the resiliency of people undergoing change. This interest co-exists with her long-term research agenda of exploring effects of technology on literacy skill development and comprehension. She is a board member of the Association of Teacher Educators and is active in the American Educational Research Association and the International Reading Association.