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- W3246178 abstract "This preliminary study provides a snap shot of the novice teachers’ perceptions of their self-efficacy and how it relates to their pedagogy at the beginning of their ongoing professional development training. Oral and written expressions about their pedagogy provide substantive insight to their thoughts and actions regarding teacher efficacy. The novices express a less than confident position regarding their teaching experiences, and portray themselves challenged by discipline issues that over shadow instruction. This position is confounded by supplemental evidence about their perspective, as measured on select teacher efficacy items, which indicate they are confident in reaching and teaching even the difficult student. On the scales, the novice teachers express confidence in their teaching efficacy, while oral and written expressions convey something else. The study suggests further investigation on the novice teachers “self” confidence at different times to note consistency patterns, or growth as it relates to teacher-efficacy attributes. Novice teachers face many challenges during the early years of their teaching career. Among the more recent is the national comprehensive teacher qualification standards embedded in the “No Child Left Behind Act” (Government, 2002). The standards require public school teachers to hold at least a bachelor’s degree, hold licensure in the area of teaching, and show competence in subject knowledge and teaching skills. The latter standard is the focus of this preliminary inquiry. The successful acquisition of subject knowledge is a direct link to securing the teaching license. Pre-service teaching assignments attached to a number of content knowledge courses provide the basic teaching and pedagogical experiences before new teachers start a teaching career. Yet, new teachers are likely to face a number of challenges in meeting the expectations embedded in show competence in teaching skills. It is evident from research on teaching and learning that “teachers need expertise in both subject matter content and in teaching” (Bransford, Brown, & Cocking, 1999), but it seems logical that new teachers are better able to develop pedagogical expertise after spending some time in their teaching career. Therefore the novice is challenged with balancing theory with practice acquired through experience, and since practice improves with experience, the affective capability may not develop at the same pace as the cognitive capability. The transition from learning about teaching theory, to a brief" @default.
- W3246178 created "2016-06-24" @default.
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- W3246178 date "2005-06-01" @default.
- W3246178 modified "2023-09-23" @default.
- W3246178 title "Teacher Efficacy Issues in the Practice of Novice Teachers" @default.
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