Teacher efficacy in an early childhood professional development school


Ann EPSTEIN, Gary L. WILLHITE


Abstract

Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor teachers to share their knowledge with teacher candidates over extended placements, typically more than 100 hours. Preschool through fourth grade teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children’s success. Findings also suggest that early childhood teachers in this PDS setting believe it is their responsibility to nurture strong self-efficacy among their students.


Keywords

Teacher self-efficacy, Early childhood teacher efficacy, Professional development school mentor teachers

Paper Details

Paper Details
Topic Early Childhood Education
Pages 189 - 198
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 830
Downloaded (times) 418

Author(s) Details

Ann EPSTEIN

University of Wisconsin La Crosse, United States


Gary L. WILLHITE

University of Wisconsin La Crosse, United States


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