Developing teaching self-efficacy in research institutions: A study of award-winning professors

155 citations recorded by the source corpus.

How researchers see this paper

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

University Instructors’ Achievement Goals for Teaching (2019, background): “…is important for teaching at universities: Higher levels of instructors’ motivation are associated with better teaching quality and teaching results, as well as with a more frequent use of teaching development opportunities (for first findings see Morris & Usher, 2011; Young & Kline, 1996).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In addition to pedagogical and technological knowledge, subject-matter knowledge also appears to inform teachers’ self-efficacy, whether one is teaching at the early childhood (Bates et al. 2011), secondary (Chacon 2005; Swackhamer et al. 2009), or college level (Morris and Usher 2011).”
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “Districts can offer PD throughout the school year or over the summer to support teacher's self-efficacy during the year and help teachers prepare for future instruction (Dolighan & Owen, 2021; Kraft et al., 2021; Morris & Usher, 2011; Yoo, 2016).”