Durability of Changes in Self‐efficacy of Preservice Primary Teachers

By David H. Palmer. 2006

221 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/cd93aa2f2cc5926796300a9bf656e27b97ebfe78

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “And in studies with a one-group pretest-posttest design, preservice teachers enrolled in college methods courses have typically reported higher self-efficacy at the conclusion of the class than at the beginning (Bautista 2011; Bleicher and Lindgren 2005; Palmer 2006a; Swars and Dooley 2010).”
POSSIBILITIES AND POTENTIAL BARRIERS: LEARNING TO PLAN FOR DIFFERENTIATED INSTRUCTION IN ELEMENTARY SCIENCE (2014, background): “For example, it has been reported in the science education literature that generalist teachers typically have low self-efficacy when it comes to teaching science (Palmer, 2006).”
Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs (2017, background): “This also suggests a need for studies to evaluate the impact of training programme on other important constructs which might relate closely to teachers’ behaviour, like self-efficacy (Palmer, 2006).”
Teacher preparation for inclusive education: increasing knowledge but raising concerns (2011, unknown): “These are critical findings, as a teacher’s behaviour in class is likely to be influenced by their own efficacy expectations and their belief that what they do will be effective (Palmer, 2006).”
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education (2009, background): “It is frequently posited that a teacher’s behaviour in class is likely to be influenced by their own efficacy expectations and their belief that what they do will be effective (Palmer, 2006).”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, background): “Some researchers have examined mastery experience by exploring participants’ interpretations of their past teaching experiences (e.g., Palmer, 2006; Poulou, 2007).”
Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers (2010, background): “Further, teachers’ efficacy expectations and their belief that what they do will be effective have also been found to influence their behaviour in class towards their students (Palmer 2006).”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “…preparation has focused on the issue of limited science content preparedness (Appleton, 2006; Hechter, 2011), close attention has also been paid to self-efficacy beliefs (Cantrell, Young, & Moore, 2003; Kazempour & Sadler, 2015; Leonard, Barnes-Johnson, Dantley, & Kimber, 2011; Palmer, 2006a).”
Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, background): “However, Palmer (2006) found in his study that verbal persuasion was not a significant predictor of teacher self-efficacy.”
Increasing the Self-Efficacy of Inservice Teachers through Content Knowledge. (2009, methodology): “Other studies have explored ways of increasing preservice teachers’ levels of efficacy (Swars, 2005; Palmer, 2006), but few studies exist on increasing levels of inservice teachers’ efficacy. This study explored the concept that inservice teachers’ efficacy levels can be positively impacted by an in”