The case for reconceptualizing teacher efficacy research

By Karl F Wheatley. 2005

383 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/09275a52b0402d0823826c4388105b8975a29b53

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In Education

Citations in the corpus

Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs (2016, background): “Teaching efficacy is generally regarded as ‘teachers’ beliefs in their ability to actualize the desired outcomes’ (Wheatley, 2005, p. 748), in which beliefs, acting like a filter through which instructional judgments and decisions are made (Fang, 1996), affect and shape the attitude of the…”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Goddard et al. (2004a, b); Henson (2002), and Wheatley (2005) have all authored critiques of teacher efficacy research based on perceived shortcomings in the field and have provided thoughtful guidance for researchers.”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “For example, the second Rand item of ‘getting through to the most difficult students’ (Henson, 2002 ; Wheatley, 2005 ), where ‘difficult’ could refer to student misbehaviour, or learning problems was only included if the heading indicated to teachers that it should be interpreted as referring to s”
Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “Many teacher educators (e.g., Velthuis, Fisser, & Pieters, 2014; Wheatley, 2005) have examined the influence of teacher education courses on the levels of PSTs’ TSE.”
Teacher self-efficacy and teacher burnout: A study of relations (2010, background): “During the last decade the research literature also shows a growing interest in teacher self-efficacy (e.g., Soodak & Podell, 1996; Wheatley, 2005).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “In a quantitative study they acknowledge would have been strengthened by the use of interpretive observational and interview methods after Wheatley (2005), Knoblauch and Woolfolk Hoy (2008) found that the type of school (urban, suburban or rural) pre-service teachers were assigned to impacted…”
The interplay of possible language teacher selves in professional development choices (2013, background): “…and burnout; lack of teaching self-efficacy paired with feelings of potential for improvement due to motivating future teacher selves, however, impels teachers to undergo development as a route to achieving success as an educator (Wheatley, 2005), which may in turn lead to increased self-efficacy.”
Student and Teacher Self-Efficacy and the Connection to Reading and Writing. (2011, background): “Teacher efficacy is a teacher’s belief that she/he can influence desired student outcomes even when teaching the most difficult students (Coladarci & Breton, 2001; Hoy & Spero, 2005; Soodak & Podell, 1996; Wheatley, 2005).”