Research Article
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Year 2020, Volume: 9 Issue: 1, 23 - 60, 30.04.2020

Abstract

References

  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge, Taylor & Francis Group.
  • Ball, D. L., Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
  • Bandura, A. (1982a). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
  • Bandura, A. (1982b). The psychology of chance encounters and life paths. American Psychologist, 37, 747-755.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
  • Bandura, A. (1993). Perceived self-efficacy in cognition development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bell, J. S. (2002). Narrative Inquiry: More Than Just Telling Stories. TESOL Quarterly, 36(2), 207-213.
  • Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.
  • Bray-Clark, N. & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. The Professional Educator, 26(1), 13-22.
  • Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
  • Caprara, G.V., Barbaranelli, C., Borgogni, L. & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832.
  • Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24, 1057-1069.
  • Chen, Y.,Paquette, K.R., & Rieg, S.A. (2007). Coping with Stress: An Investigation of Novice Teachers' Stressors in the Elementary Classroom. Education, 211-226.
  • Chen, Y., Hsiao, B., Chern, C., & Chen, H. (2014). Academic Self-Efficacy Scale [Database record].
  • Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: SAGE.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
  • Darling-Hammond, L. (2003).Access to quality teaching: An analysis of inequality in California’s public schools. Santa Clara Law Review, 43, 101–239.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
  • Gill, P.B. (2001), Narrative inquiry: designing the processes, pathways and patterns of change, Systems Research and Behavioural Science, 18(4), 335-344.
  • Guarino, C., Santibanez, L., & Daley, G. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(1), 173-208.
  • Guskey, T. R., & Passaro, P.D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643.
  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to 173 instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786.
  • Hornstra, L., Mansfield, C., van der Veen, I., Peetsman, T., & Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 18(3), 363-392.
  • Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Ingersoll, R., Merrill, L., & May, H. (2014). What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Report #RR-82. Philadelphia: Consortium for Policy Research in Education.
  • Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: Project on the Next Generation of Teachers.
  • Joyce, M. (2015). Using narrative in nursing research. Nursing Standard, 38, 36-41.
  • Knight, S. D. (2009). The power of students‟ stories: Narrative inquiry in English education. Journal of Language and Literacy Education [Online], 5(1), 48-58.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Martin, N.K., Sass, D.A., & Schmitt, T.A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave. Teaching and Teacher Education, 28(4), 546–559.
  • Matoti, S. N., Junqueira, K. E., Odora, R. J. (2013). Assessing the teaching efficacy beliefs of teacher trainees: A comparison of two institutions of Higher Learning in South Africa, Africa Education Review, 10(4), 634-653.
  • McLaurin, S. E., Smith, W., & Smillie, A. (2009). Teacher Retention: Problems and Solutions.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Moen, T. (2006). Reflections on the Narrative Research Approach. International Journal of Qualitative Methods, 5(4), 56-69.
  • Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of Research in Education, 22, 305-343.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57.
  • Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia.
  • Poulou, M. (2003, September 11-13). Influential factors on teaching efficacy: prospective teachers’ beliefs. Paper presented at British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.
  • Redmon, R. J., (2007). Impact of Teacher Preparation upon Teacher Self Efficacy, Annual Meeting of the American Association for Teaching and Curriculum, Cleveland, Ohio, October 5, 2007.
  • Ross, J.A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Calgary. Retrieved from ERIC database. (ED379216)
  • Ross, J. A., Cousins, J. B., & Gadalla, T (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385.
  • Rushton, S. P. (2004). Using narrative inquiry to understand a student-teacher’s practical knowledge while teaching in an inner-city school. Urban Review, 36(1), 61-79.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analysis. Applied Psychology: An International Review, 57, 152–171.
  • Soodak, L. C., & Podell, D. M. (1997). Efficacy and experience: Perceptions of efficacy among preservice and practicing teachers. Journal of Research and Development in Education, 30(4), 214-221.
  • Swan, B. G., Wolf, K. J., & Cano, J. (2011). Changes in teacher self-efficacy form the student teaching experience through the third year of teaching. Journal of Agricultural Education, 52(2), 128-139.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944-956.
  • Von der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50(8), 308-317.
  • Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences,2(2), 195-198.
  • WestEd. (2000). Teachers who learn kids who achieve: A look at schools with model professional development. San Francisco: WestEd.
  • Yeung, K. and Watkins, D. (2000). Hong Kong Student Teachers' Personal Construction of Teaching Efficacy. Educational Psychology, 20(2), 213-235.
  • Yuan, R., & Lee, I. (2016). “I need to be strong and competent”: A narrative inquiry of a student−teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841.

Narrative Inquiry: Examining the Self-Efficacy of Content Area Teacher Candidates

Year 2020, Volume: 9 Issue: 1, 23 - 60, 30.04.2020

Abstract

This study examined the factors attributed to 10 teacher candidates’ perceptions of self-ef- cacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-ef cacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher self-ef cacy among a group of secondary content area teacher candidates; second, to examine candidates’ student teach- ing experiences; and third, to inform teacher educators regarding recurrent themes of teacher preparation which may in uence the self-ef cacy of teacher candidates. The study’s ndings provide insight for teacher educators to consider strategies for enhancing teacher prepara- tion including, but not limited to 1) increased opportunities for preservice teachers to apply pedagogy; 2) the implementation of classroom management strategy coursework into teacher education curricula; and 3) incorporated opportunities to explore the extensive demands of the teaching profession, ranging from time management to dealing with dif cult parents. This study proposes that teacher preparation can in uence content area teacher candidates’ self- ef cacy beliefs, and creates a paradigm for future qualitative studies exploring the relation- ship between teacher preparation and teacher self-ef cacy.

References

  • Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge, Taylor & Francis Group.
  • Ball, D. L., Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
  • Bandura, A. (1982a). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
  • Bandura, A. (1982b). The psychology of chance encounters and life paths. American Psychologist, 37, 747-755.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
  • Bandura, A. (1993). Perceived self-efficacy in cognition development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Bell, J. S. (2002). Narrative Inquiry: More Than Just Telling Stories. TESOL Quarterly, 36(2), 207-213.
  • Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.
  • Bray-Clark, N. & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. The Professional Educator, 26(1), 13-22.
  • Brouwers, A. & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
  • Caprara, G.V., Barbaranelli, C., Borgogni, L. & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821-832.
  • Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24, 1057-1069.
  • Chen, Y.,Paquette, K.R., & Rieg, S.A. (2007). Coping with Stress: An Investigation of Novice Teachers' Stressors in the Elementary Classroom. Education, 211-226.
  • Chen, Y., Hsiao, B., Chern, C., & Chen, H. (2014). Academic Self-Efficacy Scale [Database record].
  • Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: SAGE.
  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
  • Darling-Hammond, L. (2003).Access to quality teaching: An analysis of inequality in California’s public schools. Santa Clara Law Review, 43, 101–239.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
  • Gill, P.B. (2001), Narrative inquiry: designing the processes, pathways and patterns of change, Systems Research and Behavioural Science, 18(4), 335-344.
  • Guarino, C., Santibanez, L., & Daley, G. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(1), 173-208.
  • Guskey, T. R., & Passaro, P.D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643.
  • Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to 173 instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786.
  • Hornstra, L., Mansfield, C., van der Veen, I., Peetsman, T., & Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 18(3), 363-392.
  • Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356.
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
  • Ingersoll, R., Merrill, L., & May, H. (2014). What Are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition? CPRE Research Report #RR-82. Philadelphia: Consortium for Policy Research in Education.
  • Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: Project on the Next Generation of Teachers.
  • Joyce, M. (2015). Using narrative in nursing research. Nursing Standard, 38, 36-41.
  • Knight, S. D. (2009). The power of students‟ stories: Narrative inquiry in English education. Journal of Language and Literacy Education [Online], 5(1), 48-58.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Martin, N.K., Sass, D.A., & Schmitt, T.A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave. Teaching and Teacher Education, 28(4), 546–559.
  • Matoti, S. N., Junqueira, K. E., Odora, R. J. (2013). Assessing the teaching efficacy beliefs of teacher trainees: A comparison of two institutions of Higher Learning in South Africa, Africa Education Review, 10(4), 634-653.
  • McLaurin, S. E., Smith, W., & Smillie, A. (2009). Teacher Retention: Problems and Solutions.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Moen, T. (2006). Reflections on the Narrative Research Approach. International Journal of Qualitative Methods, 5(4), 56-69.
  • Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of Research in Education, 22, 305-343.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57.
  • Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia.
  • Poulou, M. (2003, September 11-13). Influential factors on teaching efficacy: prospective teachers’ beliefs. Paper presented at British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.
  • Redmon, R. J., (2007). Impact of Teacher Preparation upon Teacher Self Efficacy, Annual Meeting of the American Association for Teaching and Curriculum, Cleveland, Ohio, October 5, 2007.
  • Ross, J.A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Calgary. Retrieved from ERIC database. (ED379216)
  • Ross, J. A., Cousins, J. B., & Gadalla, T (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385.
  • Rushton, S. P. (2004). Using narrative inquiry to understand a student-teacher’s practical knowledge while teaching in an inner-city school. Urban Review, 36(1), 61-79.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analysis. Applied Psychology: An International Review, 57, 152–171.
  • Soodak, L. C., & Podell, D. M. (1997). Efficacy and experience: Perceptions of efficacy among preservice and practicing teachers. Journal of Research and Development in Education, 30(4), 214-221.
  • Swan, B. G., Wolf, K. J., & Cano, J. (2011). Changes in teacher self-efficacy form the student teaching experience through the third year of teaching. Journal of Agricultural Education, 52(2), 128-139.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944-956.
  • Von der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50(8), 308-317.
  • Wang, C. C., & Geale, S. K. (2015). The power of story: Narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences,2(2), 195-198.
  • WestEd. (2000). Teachers who learn kids who achieve: A look at schools with model professional development. San Francisco: WestEd.
  • Yeung, K. and Watkins, D. (2000). Hong Kong Student Teachers' Personal Construction of Teaching Efficacy. Educational Psychology, 20(2), 213-235.
  • Yuan, R., & Lee, I. (2016). “I need to be strong and competent”: A narrative inquiry of a student−teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841.
There are 56 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Tiffany Karalis Noel 0000-0003-1989-1643

Publication Date April 30, 2020
Published in Issue Year 2020 Volume: 9 Issue: 1

Cite

APA Karalis Noel, T. (2020). Narrative Inquiry: Examining the Self-Efficacy of Content Area Teacher Candidates. Journal of Teacher Education and Educators, 9(1), 23-60.