Co-constructing efficacy: A “communities of practice” perspective on teachers’ efficacy beliefs

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Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design (2018, background): “…and evaluation, we cannot be content with PLC research that focuses on changes in teacher satisfaction (Hardré et al., 2013), teacher self-efficacy (Takahashi, 2011), teacher identity (Blank, 2009), and teacher knowledge (Nelson & Slavit, 2007) without a simultaneous focus on outcomes for…”
Inclusive practices in teaching students with dyslexia:Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course (2017, background): “efficacy beliefs can have a powerful effect on both teachers’ and students’ actions and thoughts (Bandura, 1977; Forlin et al., 2014; Malinen, Savolainen, & Xu, 2012; Ozder, 2011; Sharma, Loreman, & Forlin, 2012; Takahashi, 2011; Tschannen-Moran & Woolfolk Hoy, 2001).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Assuming definitions can be found that meet these criteria (e.g. as in Wyatt 2010; Takahashi 2011), I now consider the formation and processing of TSE beliefs.”