Knoblauch, Dee, and Anita
Woolfolk Hoy. 2008. "“Maybe I can teach those> kids.” The
influence of contextual factors on student teachers’ efficacy beliefs." Teaching and Teacher Education 24(1): 166-179.
- Looks to see if teachers who do student-teaching in urban schools (the toughest schools) have better or worse "efficacy beliefs" (i.e. confidence) in their skills
- this is also affected by teachers' collective efficacy beliefs (ie school culture) as well as the influence of the mentor-teacher (167)
- many novice teachers note that they feel intimidated by urban schools, and don't think they have the skills to be effective teachers there (so says the literature, 168)
- the cooperating/mentor teacher can be more influential than a student's college adviser (168)
- rural schools can have a caluable sense of community, which is less true of urban schools (169)
- just doing student teaching improves efficacy scores in all types of schools (rural, urban, suburban) (172)
- and there was no stat sig difference in the improvements in efficacy beliefs regardless of school (172)
- perceived cooperating teachers' efficacy was significant (173)
- urban settings did result in significantly lower collective efficacy scores (173-174)
- but urban settings do not cause a downward trend in student teachers' efficacy beliefs, overall
- this cna help us turn urban schools around (177)
No comments:
Post a Comment