The potential benefits of teacher efficacy doubts for educational reform

By Karl F Wheatley. 2002

401 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a2333aa3cec5e30a800c9d933a4d2d08569ddd19

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Citations in the corpus

Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “…of research (Friedman & Kass, 2002; F. Pajares, 1996; Soodak & Podell, 1996; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Usher & Pajares, 2008; Wheatley, 2002) has shown the various ways that self-efficacy beliefs influence people’s behavior, including the research discussed earlier that…”
Pre-service student-teacher self-efficacy beliefs: An insight Into the making of teachers (2011, neutral): “Alternatively, beginning teachers exposed to doubts may be more motivated for continued growth, thereby learning to maintain a belief of their future success (Wheatley, 2002).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “Some scholars have noted, however, that high teaching self-efficacy may not always lead to better performance, particularly when some level of doubt may be necessary to improve (Wheatley 2002; Wyatt 2014, 2016).”
The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools (2010, background): “Wheatley (2002) made a distinction between teachers’ efficacy beliefs about their performance and their efficacy beliefs regarding their ability to learn, cautioning that high teacher efficacy for performance need not necessarily transform into incentives for change.”
The measurement of teacher efficacy: Hong Kong primary in‐service teachers (2006, background): “Personal teacher efficacy is defined as the personal responsibility that a teacher accepts for a student’s learning or behaviour, while professional teaching efficacy is the belief that any teacher has the ability to overcome external factors (Wheatley, 2002).”
Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play. (2011, background): “Wheatley (2002), on the other hand, proposed that doubts about one’s efficacy can sometimes be beneficial, arguing that uncertainty or doubt is crucial for the teacher reflection that leads to new insights.”
Critical Thinking across the Curriculum: Process over Output (2011, background): “…critical thinking (Jones, 2004, Kennedy, 1991), their feeling of self-efficacy to support students to develop problem solving competencies (Wheatley,2002, Goddard & Goddard, 2001), the students’ own self-efficacy regarding their critical thinking abilities (Caliskan 2010; Zimmerman,2000;…”
The differential antecedents of self-efficacy beliefs of novice and experienced teachers. (2007, background): “On the other hand, entertaining doubts about current effectiveness may motivate continued learning and growth if the teacher maintains sufficient belief in the possibility of future success (Wheatley, 2002).”
Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry (2010, methodology): “In the first study, Xin (2008) explored the effectiveness of an intervention based on Marshall's Schema Theory - the framework providing the foundations for the reform considered here.”
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009, background): “Wheatley (2002) challenged initiatives for promoting increases in teacher selfefficacy beliefs as too simplistic and has proposed that entertaining doubts about one’s efficacy might actually provoke greater openness to new ideas.”
Beginning teacher efficacy and the practicum in an EFL context (2007, background): “Over two decades of research, findings have indicated that teacher efficacy underlies critical instructional decisions including use of time, classroom management strategies and questioning techniques (Gibson & Dembo, 1984 ; Saklofske et al , 1988 ; Woolfolk et al , 1990 ; Wheatley, 2002 ).”
Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit (2012, background): “Teachers’ efficacy can be defined as teachers’ beliefs about their ability to influence student outcomes (Wheatley 2002) or their beliefs in their ability to have a positive effect on student learning (Ashton 1985).”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, methodology): “Wheatley (2002) discusses the role of self-efficacy in terms of teacher change and learning.”
Can teachers motivate students to learn? (2011, background): “Research has indeed shown that teacher efficacy positively influences teachers’ practices (Smylie 1988; Wheatley 2002; Geijsel et al. 2009).”