Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy.

By Neil A. Knobloch, M. Whittington. 2002

129 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Information Systems, Safety Research

View Paper: https://www.semanticscholar.org/paper/27b3d2254741928bc3916a6152e723fff77fc278

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Vivien S. Huan
2. M. Tait
3. Wan Har Chong
4. Robert C. Pianta
5. I. Wong
6. Robert M. Klassen
7. M. Bong
8. T. Georgiou

In Information Systems

1. Vivien S. Huan
2. M. Tait
3. Wan Har Chong
4. I. Wong
5. Robert M. Klassen
6. M. Bong
7. T. Georgiou
8. E. Usher

In Safety Research

1. E. Usher
2. M. Tait
3. Wan Har Chong
4. Robert C. Pianta
5. Robert M. Klassen
6. M. Bong
7. Jason T. Downer
8. Huy P Phan

Citations in the corpus

• Exploring the validity of a teachers’ self-efficacy scale in five countries (2009, background): “Researchers have investigated the TSES measure in American settings (e.g., Knobloch & Whittington, 2002; Tschannen-Moran & Woolfolk Hoy, 2001, 2007; Wolters & Daugherty, 2007), and in Greece with student teachers (Poulou, 2007).”
• Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, unknown): “…has been used by many other researchers to measure teachers’ and pre-service teachers’ sense of self-confidence in teaching and their efficacy (Hoy and Spero 2005; Knobloch and Whittington 2002; Mergler and Tangen 2010; Milner and Hoy 2003; Skaalvik and Skaalvik 2007; Wolters and Daugherty 2007).”
• Resilience as a Contributor to Novice Teacher Success, Commitment, and Retention (2008, background): “Knobloch and Whittington (2003) suggest that novice teachers feel more efficacious and confident if they receive positive feedback, guidance, and encouragement from their students, other teachers, administrators, parents, and community members.”
• Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012, background): “In the more challenging early years of teaching, novice teachers with a higher sense of teacher self-efficacy are more likely to persist and stay in the profession (Knobloch & Whittington, 2002).”
• Changes in Teacher Self-Efficacy from the Student Teaching Experience through the Third Year of Teaching. (2011, unknown): “…pre–service education or do not investigate longitudinal trends within cohort groups (Harlin, Roberts, Briers, Mowen & Edgar, 2007; Knobloch, 2006; Knobloch & Whittington, 2002; Knobloch & Whittington, 2003; Roberts, Harlin & Ricketts, 2006; Rocca & Washburn, 2006; Swan, 2005; Whittington,…”