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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/29501

Title: The impact of an in-service to promote cooperative learning on the stability of teacher efficacy
Authors: Ross, John A.
Keywords: Teacher efficacy
Professional efficacy
Cooperative learning
Cooperative learning techniques
In-service knowledge
General teaching efficacy
Personal teaching efficacy
Student outcomes
Self-efficacy
Experienced teachers
Pre-service teachers
Cooperative Learning Self-Appraisal Form
Professional development
Staff development program
In-service program
Issue Date: 1994
Publisher: Elsevier
Citation: Ross, J. A. (1994). The impact of an in-service to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education, 10 (4), 381-394. doi:10.1016/0742-051X(94)90020-5
Abstract: Teacher efficacy, the extent to which teachers believe they will be able to perform the actions that promote learning, is a key variable predicting teacher practice and student outcomes. Few studies of the stability of professional efficacy have been conducted. This inquiry measured teacher efficacy on three occasions during an eight month in-service. The study found that it was use of in-service knowledge, not exposure to it, that contributed to changes in teacher efficacy and that it was general, not personal teaching efficacy that changed. Interactions among participants persuaded teachers that it was possible for cooperative learning techniques to reach students disadvantaged by home conditions (general teaching efficacy). Any increment in personal confidence (personal teaching efficacy) that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers. Teacher changes were related to student outcomes, although not in the expected direction.
URI: http://hdl.handle.net/1807/29501
ISSN: 0742-051X
Appears in Collections:Faculty (CTL)

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