Teacher self-efficacy and practice : a case study of eight South Australians reception teachers /
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(Published version)
Date
2020
Authors
Raymond, Susan
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
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Abstract
Reception, the first year of primary school, involves teachers supporting children’s transition from prior-to-school contexts, while navigating complex early years educational policies and practices. This thesis argues that examining teacher self-efficacy (TSE) is necessary, given evidence that TSE influences children’s achievement, motivation and development of self-efficacy, and teacher wellbeing and job satisfaction. Findings from this multiple case study of eight reception teachers include: the notion of TSE as a malleable construct over time; the ecological influences on TSE formation; designing classroom microsystems for continued TSE development; and importance of leaders in enabling TSE development and practice. The study proposed an Ecological Framework for Teacher Self-Efficacy Development situating TSE formation and continued development within an enabling ecological system.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures.
UniSA Education Futures.
Dissertation Note
Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER)--University of South Australia, 2020.
Provenance
Copyright 2020 Susan Raymond.
Description
1 ethesis (xv, 321 pages) :
illustrations (some colour)
Includes bibliographical references (pages 268-299)
illustrations (some colour)
Includes bibliographical references (pages 268-299)
Access Status
506 0#$fstar $2Unrestricted online access