Teacher self-efficacy as an aspect of narrative self-schemata
This study represents a theoretical investigation of teacher self-efficacy using abductive interpretative phenomenological analysis in the context of initial teacher education. We reveal the process through which a pre-service teacher's self-schema adapts in response to his first classroom teac...
| Hoofdauteurs: | , |
|---|---|
| Formaat: | Journal article |
| Taal: | English |
| Gepubliceerd in: |
Elsevier
2021
|
| Samenvatting: | This study represents a theoretical investigation of teacher self-efficacy using abductive interpretative phenomenological analysis in the context of initial teacher education. We reveal the process through which a pre-service teacher's self-schema adapts in response to his first classroom teaching experience. We also observe that narrative has a role in this self-schema adaptation. Consequently, we show that teacher self-efficacy is an aspect of a more generalised narrative self-schema. This offers an alternative perspective on how teacher self-efficacy is developed. It contributes to a deeper understanding of pre-service teachers' professional learning and a new understanding of the concept of self-efficacy more generally. |
|---|