Teacher Professional Development and Self-Efficacy Beliefs

Examination of Teacher Self-Efficacy in terms of Motivation and Epistemological and Pedagogical Belief Systems

“…Many educational researchers (Charalambous, 2015;Stanton et al 2018) working in the context of teacher competencies have stated that the first move to increase the quality of education and training should be aware of the values and beliefs of teachers who play a role in the execution of these processes. Therefore, it can be considered that teacher and teacher candidates' self-efficacy on their profession and the knowledge of their ideas during their education life have a guiding qualification in the regulation of the education process by affecting the quality and continuity of teaching (Chesnut, 2017;Lumpe et al 2014). Self-efficacy, which is one of the basic concepts of the social-cognitive learning theory developed by Bandura (2001), can be defined as a concept expressing its own judgments about the capacity of the individual to organize and successfully perform the necessary activities to show a certain performance.…”

Interest in Insects: The Role of Entomology in Environmental Education

“…Research examining teachers with high teacher self-efficacy have found numerous positive characteristics that are necessary for student learning. These teachers are more open to new ideas and teaching methods that could better meet the needs of their students [ 25 ], and they are more likely to put more effort into problem solving [ 26 ]. Hence, our study sought to determine if teachers have a higher teacher self-efficacy when (1) trained by an entomologist, (2) passively observing an entomologist, or (3) they have no contact with an entomologist.…”

Technology-mediated lesson study: a step-by-step guide

“…Furthermore, the rural context must be considered (Howley and Howley, 2005;Oliver, 2007). Successful professional development can increase teacher and student performance (Lumpe et al, 2014), but that success requires collaboration, trust and extended engagement (Blank, 2013;Edwards, 2019). Providing quality, continuous professional learning opportunities to rural teachers and studying the impact of rural contexts must be a priority.…”

“…Furthermore, the rural context must be considered (Howley and Howley, 2005; Oliver, 2007). Successful professional development can increase teacher and student performance (Lumpe et al. , 2014), but that success requires collaboration, trust and extended engagement (Blank, 2013; Edwards, 2019).…”