The effects of participation in teacher research on teacher efficacy

By R. Henson. 2001

261 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/22dd650494c159071c106de28c1e1f435021b86b

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “Many studies proved the positive association between student self-efficacy and academic success (Henson, 2001; Pajares, 1996; Reyes, 2010).”
Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “In respect to this, Henson (2001) argued that perceptions of efficacy may be more easily influenced during the formative years of preservice education, thus highlighting the significant role of teacher educators in the formulation of teacher training programmes.”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Henson (2001) gathered longitudinal quantitative and qualitative data from eight teachers and three instructional assistants in an alternative school over one school year (September to May) and found statistical and qualitative evidence of significant gains in general and personal teaching efficacy…”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “Questions have risen regarding measures of self-efficacy and whether these measures honor Bandura’s overall concept of self-efficacy (Henson, 2001).”
The case for reconceptualizing teacher efficacy research (2005, methodology): “However, these scales have been used to evaluate teacher education courses or programs (e.g., Henson, 2001; Newman, 1999; Roberts, Henson, Tharp, & Moreno, 2000; Settlage, 2000; Xiaoping & Zhang, 2000), and to evaluate the relative effectiveness of traditional and alternative teacher preparation…”
Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, background): “While the impact of professional development on individual teacher efficacy has been the subject of several studies (Guskey, 2002; Henson, 2001; Stein & Wang, 1988; Tschannen-Moran & McMaster, 2006), researchers have not extensively explored the impact of professional development on collective effic”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Another consequence is that interventions designed to raise experienced teachers’ selfefficacy beliefs (e.g. Ross 1994; Henson 2001) have been few and far between.”
Teachers' Perceptions of School Climate (2007, background): “Scores for the instrument as a whole, measuring overall school climate, had a relatively strong reliability coefficient in this sample (.90; Henson, 2001b; Nunnally & Bernstein, 1994).”
Novice teachers and how they cope (2014, background): “Correspondingly, participation in research projects with colleagues as a strategy for professional development has a positive effect on coping (Henson, 2001).”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “Recent research has indicated that teacher collaborative practices can enable this shift (Garet et al., 2001; Henson, 2001; Liaw, 2009; Puchner & Taylor, 2006).”
The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “Educationally, self-efficacy belief was investigated in the context of academic performance and self-regulated learning (Henson, 2001; Pajares, 1996; Zimmerman, 1995; Hackett, 1995).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “adaptation of Keiffer and Henson’s (2000) scale had a four-factor solution representing each hypothesized source; however, reliabilities of the subscales were low (.”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, background): “’’ Professional development programs that strengthen instructors’ pedagogical skills have been shown elsewhere to enhance teaching self-efficacy (Chacon, 2005; Henson, 2001).”