Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions

Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

“…On the other hand, teaching self-efficacy is influenced by a range of independent variables, further supporting the view that acknowledges the malleable nature of self-efficacy (Liaw, 2009;Utley et al, 2005).…”

“…In other studies, field experiences (Knoblauch & Woolfolk Hoy, 2008;Liaw, 2009;Wingfield, Nath, Freeman, and Cohen, 2000) and perceived cooperating teaching efficacy (Knoblauch & Woolfolk Hoy, 2008) were found to be influential factors in the development of pre-service teachers' self-efficacy beliefs. Moreover, there is also evidence that teachers' self-efficacy beliefs may be "culturally oriented" (Lin & Gorrell, 2001, p. 631) and vary depending on subject matter taught (Bursal, 2010;Lin & Gorrell, 2001;Wertheim & Leyser, 2002).…”

Changes in Secondary School Preservice Teachers’ Concerns About Teaching in New Zealand

“…Çakmak (2008) found that classroom management was of major concern to a sample of preservice teachers in Turkey, and noted that training and classroom experience may alter apprehensions of preservice teachers. Liaw (2009) reported similar results in Taiwan, pointing to the importance of discussions in building efficacy and easing concerns about classroom management and other issues.…”

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…Regarding sources of efficacy information, studies have explored issues such as the impact of the following on LTSE beliefs: peer coaching (Goker, 2006), oral and written peer feedback (Ince, 2016), feedback from learners, co-workers (Phan & Locke, 2015), mentors and family members (Brannan & Bleistein, 2012), vicarious experience gained through observation (Mills & Allen, 2007) and practical teaching experience (Liaw, 2009). Additionally, there has been a focus on the relationship between LTSE beliefs and affective/physiological states (Wyatt, 2013;Phan, 2015).…”