TEACHER INDUCTION AND ELEMENTARY SCIENCE TEACHING: ENHANCING SELF-EFFICACY

By J. Mulholland, J. Wallace. 2001

380 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/836d3c8891dcc337c298c715803d20446e2f4fc1

How researchers see this paper

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

In Education

1. David B. Morris
2. E. Usher
3. M. Poulou
4. M. Wyatt
5. N. Bautista
6. Melissa Newberry
7. M. Onofre
8. João Costa

In General Agricultural and Biological Sciences

1. E. Usher
2. S. Clark
3. Melissa Newberry
4. David B. Morris
5. M. Onofre
6. João Costa
7. Maria Martins
8. M. Wyatt

Citations in the corpus

• Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “example, identified just two case studies of individual teachers published between 1998 and 2009, though at least one other, Mulholland and Wallace (2001), appears to have met their criteria for inclusion.”
• Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, methodology): “Qualitative retrospective studies of the antecedents of self-efficacy have been used to explore experiences that influence individuals’ motivation and performance (e.g., Milner & Woolfolk Hoy, 2003; Mulholland & Wallace, 2001; Usher, 2009; Zeldin & Pajares, 2000).”
• Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “A negative influence from role models was also reported by Mulholland and Wallace (2001), who found that a lack of positive guidance from role models might be limiting for both PSTs’ and graduate teachers’ TSE.”
• Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs (2011, background): “They are also considered to be the most powerful sources of teacher self-efficacy (Bandura 1997; Mulholland and Wallace 2001; Tschannen-Moran et al. 1998) since they are based on actual classroom teaching performances.”
• Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “Strong student teacher efficacy beliefs are in turn linked to high pupil achievement and desirable teacher characteristics (Mulholland & Wallace, 2001).”
• Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “…science instruction (Enochs, Scharmann, & Riggs, 1995), increased quantity and quality of science instruction taught at elementary levels (Mulholland & Wallace, 2001), more willingness to try innovative ways of teaching (Tschannen-Moran, Hoy, & Hoy, 1998), persistence in assisting…”
• Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, background): “For example, Mulholland and Wallace (2001) found that the low status of science in primary schools and the inexperience of the teachers in the subject meant that there was a lack of positive role models for new teachers.”
• A Case Study of an Experienced English Teacher's Self-efficacy and Persistence through "Crisis" Situations: Theoretical and Practical Considerations (2002, neutral): “For teachers, forms of social persuasion can include the responses of their students (Mulholland & Wallace, 2001) and the sense of collective efficacy within the entire faculty (Goddard & Goddard, 2001).”
• Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, methodology): “Using a case-study approach, Mulholland and Wallace (2001) identified mastery experience and social persuasion as sources that had contributed to improving self-efficacy.”