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The role of teacher identity in teacher self-efficacy development: the case of Katie

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Titel: The role of teacher identity in teacher self-efficacy development: the case of Katie
Autoren: Marschall, G
Verlagsinformationen: Springer Science and Business Media LLC https://doi.org/10.1007/s10857-021-09515-2 Journal of Mathematics Teacher Education 2022-11-04T16:00:33Z 2022-11-04T16:00:33Z 2022 2022-11-04T16:00:33Z
Publikationsart: Electronic Resource
Abstract: Funder: Stockholms Universitet; doi: http://dx.doi.org/10.13039/501100009244
Funder: University of Cambridge
Funder: Stockholm University
AbstractThis article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.
Index Begriffe: Abductive phenomenological approach, Secondary mathematics teacher education, Teacher identity, Teacher self-efficacy, Longitudinal qualitative study, Article
URL: https://www.repository.cam.ac.uk/handle/1810/342945
Verfügbarkeit: Open access content. Open access content
Anmerkung: application/pdf
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English
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Other Numbers: HS1 oai:www.repository.cam.ac.uk:1810/342945
10.17863/CAM.90355
1487816073
Originalquelle: UNIV OF CAMBRIDGE
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Dokumentencode: edsoai.on1487816073
Datenbank: OAIster
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Abstract:Funder: Stockholms Universitet; doi: http://dx.doi.org/10.13039/501100009244<br />Funder: University of Cambridge<br />Funder: Stockholm University<br /><jats:title>Abstract</jats:title><jats:p>This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.</jats:p>