Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial

By John A. Ross, Catherine D. Bruce. 2007

516 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/feef2e527b096736cdc6577805a3b24680ec4156

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “Several researchers have found an ‘implementation dip’ in self-efficacy as in-service teachers begin to implement their training in relation to a change initiative (Moseley, Reinke, & Bookout, 2002; Ross & Bruce, 2007).”
The impact of short-term professional development on participant outcomes: a review of the literature (2014, background): “2006, Ross and Bruce 2007) investigated the influence of teacher PD on constructivist teaching of mathematics to elementary students. The PD was delivered in a one-day workshop followed by three after-school sessions over a 10-week period. Elementary teachers in Canada were randomly assigned to rece”
A Review of Literature on Teacher Efficacy and Classroom Management. (2012, background): “Ross (2007) contends “more effective teaching should increase the likelihood of teachers obtaining mastery experiences, the strongest predictor of self-efficacy” (p.52).”
Slovak Pre-Service Teacher Self-Efficacy: Theoretical and Research Considerations (2010, background): “Teachers with high self-efficacy also are more open to new ideas, more willing to adopt innovations, are less likely to experience burn-out, support pupils’ autonomy to a greater extent, and are more attentive to low ability students (Brouwers & Tomic, 2003; Henson, 2001; Ross & Bruce, 2007).”
Teachers—The Vital Resource (2013, background): “…on developing pedagogical skills related to specific content knowledge (e.g., mathematics instruction), which also emphasize the importance of increasing teachers’ confidence in managing students and other social-emotional factors such as student motivation and engagement (Ross & Bruce, 2007).”
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009, background): “In addition, such interventions have been found to raise the self-efficacy for classroom management among mathematics teachers when compared to a control group (Ross & Bruce, 2007).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, methodology): “Somech and Drach-Zahavy (2000) used variations of a measure that included items such as “The teachers of this school have excellent job skills” and “Team teachers that can perform their jobs as well as this team are rare” (p.”
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “…school administrators canwork with teachers in their building to allow for teachers to observe other teachers who are having success teaching and engaging students in a hybrid or allvirtual model or work with an instructional coach to support instruction (O’Connor & Korr, 1996; Ross & Bruce, 2007).”