Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings

By John Settlage, Sherry A. Southerland, Leigh K. Smith, R. Ceglie. 2009

232 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/5248bcb84bec937824a15dbaaf18703e21cff34d

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “Settlage et al. (2009), for example, report of pre-service teachers, who: despite inexperience with teaching science and limited appreciation for the influence of culture, class, and language on teaching and learning . . . held extraordinarily high levels of science teaching efficacy prior to their…”
Examining the Influence of RETs on Science Teacher Beliefs and Practice (2014, background): “It is important to note, though, that very high self-efficacy can also limit a teacher’s ability to change (Settlage et al., 2009; Wheatley, 2002).”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “…to the development of PSTs’ dispositions toward inclusion (Taylor & Sobel, 2003), critical literacy instruction (Barnes, 2006; Leland & Harste, 2005), and student-centered teaching, both generally (Gallego, 2001) and in specific content areas (Downey & Cobbs, 2007; Settlage et al., 2009).”
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, unknown): “Identity does not simply result from an accumulation of experiences; it is a “path that is created as the individual moves from one event or context to the next” (Settlage et al., 2009, p.105) and learns to position herself in ways that allow her to be recognized as a certain kind of person.”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, methodology): “Beth’s vignette reflects her contentment, and resonates with research that implicates a high self-efficacy (confidence) in preventing reflection , which is a necessary precursor to change (Settlage et al. 2009; Wheatley 2002).”