Mulholland, J. A & Wallace, JP. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education,17(2), 243-261. United Kingdom: Pergamon. Retrieved from https://doi.org/10.1016/S0742-051X(00)00054-8
This paper reports on a longitudinal case study of an elementary teacher, Katie, during her transition from preservice to inservice teaching. The concept of self-efficacy belief is used as a framework for presenting the findings of the study. Perceived self-efficacy refers to beliefs in one's capabilities to organise and execute the courses of action required to produce given attainments. Katie's experiences in science teaching can be seen as potentially belonging to one of four categories described as sources of information from which efficacy beliefs are constructed and thus providing her with information about her competency as a teacher. Her experiences had the capacity for both positive and negative effect on her self-efficacy beliefs, but her persistence with science teaching can be interpreted as evidence of existing high self-efficacy in this domain.
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