Teacher efficacy: maturing the construct through research in alternative paradigms

Citation data:

Teaching and Teacher Education, ISSN: 0742-051X, Vol: 20, Issue: 4, Page: 341-359

Publication Year:
2004
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Repository URL:
http://researchbank.acu.edu.au/fea_pub/3410
DOI:
10.1016/j.tate.2004.02.013
Author(s):
Labone, Elizabeth
Publisher(s):
Elsevier BV
Tags:
Social Sciences; Teacher efficacy; Self-efficacy; Measurement; Teacher beliefs; Education
article description
The construct of teacher efficacy has been the subject of much research for approximately 25 years, yet this research has been dominated by correlational studies used to establish the power of teacher efficacy beliefs. This paper aims to redress this imbalance by discussing new directions for teacher efficacy research focused within alternative research paradigms. Two key areas of focus are discussed: first in response to the interpretivist paradigm the paper provides a theoretical grounding for the study of the development of teacher efficacy beliefs and second, in response to the critical theorists the paper discusses the importance of broadening the construct of teacher efficacy to explore dimensions of efficacy that facilitate educational reform.