Teacher efficacy in Teaching and Teacher Education |
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| Affiliation: | 1. Research Institute of Child Development and Education, University of Amsterdam, The Netherlands;2. Utrecht University, The Netherlands;1. University of Arizona, United States;2. North Carolina State University, United States;3. The Ohio State University, United States;1. Duisburg-Essen University, Berliner Platz 6-8, 45117 Essen, Germany;2. Institute for Positive Psychology and Education, Australian Catholic University, Locked Bag 2002, Strathfield, NSW 2135, Australia;3. Goethe University, Frankfurt, Grüneburgplatz 1, 60323 Frankfurt, Germany |
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| Abstract: | The author reviews twelve of 111 articles focusing on teacher efficacy published in Teaching and Teacher Education since 1985. The twelve articles are placed in three sections that include a) instruments, factor analyses, and cultural influences, b) participants, contexts, and teacher instruction, and c) teacher wellness. These sections offer research and studies from various teacher efficacy investigators that share insights, understandings, and interpretations. The selected TATE articles provide a plausible (expanding) sphere of growing and developing research and studies in teacher efficacy. |
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| Keywords: | Teacher efficacy Teacher-efficacy Self efficacy Self-efficacy Efficacy |
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