The Australian journal of education, 2018-08, Vol.62 (2), p.217-233
2018
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Details
- Autor(en) / Beteiligte
- Titel
- Early career teachers' self-efficacy : A longitudinal study from Australia
- Ist Teil von
- The Australian journal of education, 2018-08, Vol.62 (2), p.217-233
- Ort / Verlag
- London, England: SAGE Publications
- Erscheinungsjahr
- 2018
- Quelle
- ERIC
- Beschreibungen/Notizen
- 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. [Author abstract]
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0004-9441eISSN: 2050-5884DOI: 10.1177/0004944118779601Titel-ID: cdi_sage_journals_10_1177_0004944118779601
- Format
- –
- Schlagworte
- Bandura (A), Beginning Teachers, Career Development, Careers, Classroom management, Classroom Techniques, Educational Environment, Educational psychology, Educational Strategies, Elementary School Teachers, Foreign Countries, Job satisfaction, Learner Engagement, Learning, Learning Processes, Longitudinal Studies, Outcomes of Education, Perceptions, Preservice Teachers, Primary secondary education, Secondary School Teachers, Self concept, Self Efficacy, Student engagement, Student Motivation, Students, Teacher attitudes, Teacher education, Teachers, Teaching, Teaching Experience, Teaching Methods