Sources of efficacy information in an inservice program for elementary teachers

By David H. Palmer. 2011

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8f96900eb594b47983407d68d305bfd7eb081e34

How researchers see this paper

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

In Developmental and Educational Psychology

1. M. Wyatt
2. N. Bautista
3. W. Boone

In Education

1. W. Boone
2. M. Wyatt
3. N. Bautista

In Social Psychology

1. M. Wyatt
2. N. Bautista
3. W. Boone

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): “…‘all but ignored’ in the literature on TSE beliefs (Henson 2002, 140), but have received more attention since, e.g. by Mulholland and Wallace (2001), Labone (2004), Poulou (2007), Tschannen-Moran and Woolfolk Hoy (2007), Palmer (2011), Aydin, Demirdöğen, and Tarkin (2012), Chong and Kong (2012).”
• Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “TML also increased the number of instructional hours each PST spent teaching science and observing others teach science, which were reported to positively impact PSTs’ self-efficacy (Palmer, 2006, 2011).”
• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Palmer (2006b, 2011) identified cognitive mastery, which pertains to the accomplishment of learning goals relevant to teaching, as a previously undescribed source of teachers’ selfefficacy.”