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...
| Huvudupphovsmän: | , |
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| Materialtyp: | Journal article |
| Språk: | English |
| Publicerad: |
Elsevier
2021
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| _version_ | 1826308657162223616 |
|---|---|
| author | Marschall, G Marschall, G Watson, S |
| author_facet | Marschall, G Marschall, G Watson, S |
| author_sort | Marschall, G |
| collection | OXFORD |
| description | 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. |
| first_indexed | 2024-03-07T07:22:35Z |
| format | Journal article |
| id | oxford-uuid:3f177c8d-2fa7-49f3-b9f0-19a023edda3e |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:22:35Z |
| publishDate | 2021 |
| publisher | Elsevier |
| record_format | dspace |
| spelling | oxford-uuid:3f177c8d-2fa7-49f3-b9f0-19a023edda3e2022-10-28T16:13:15ZTeacher self-efficacy as an aspect of narrative self-schemataJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:3f177c8d-2fa7-49f3-b9f0-19a023edda3eEnglishSymplectic ElementsElsevier2021Marschall, GMarschall, GWatson, SThis 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. |
| spellingShingle | Marschall, G Marschall, G Watson, S Teacher self-efficacy as an aspect of narrative self-schemata |
| title | Teacher self-efficacy as an aspect of narrative self-schemata |
| title_full | Teacher self-efficacy as an aspect of narrative self-schemata |
| title_fullStr | Teacher self-efficacy as an aspect of narrative self-schemata |
| title_full_unstemmed | Teacher self-efficacy as an aspect of narrative self-schemata |
| title_short | Teacher self-efficacy as an aspect of narrative self-schemata |
| title_sort | teacher self efficacy as an aspect of narrative self schemata |
| work_keys_str_mv | AT marschallg teacherselfefficacyasanaspectofnarrativeselfschemata AT marschallg teacherselfefficacyasanaspectofnarrativeselfschemata AT watsons teacherselfefficacyasanaspectofnarrativeselfschemata |