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ERIC Number: ED441791
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Effects on Teacher Efficacy of School Based Collaborative Activities Structured as Professional Study Groups.
Pfaff, Margaret E.
This study examined the influence of participation in school-based professional study group activities on both general and personal teaching efficacy. It also examined teachers' perceptions of changes that occurred in their teaching performance as a result of participation in the study group sessions. Participants were elementary teachers who voluntarily established their own study group, engaging in professional discourse in their monthly discussions. Data collection included written questionnaires from and personal interviews with study group participants and nonparticipants. Results indicate that general teaching efficacy was clearly different from personal teaching efficacy. Differences in general teaching efficacy between the two groups at the end of the year suggest that the collaboration and purposeful discussions in which study group members engaged had a positive effect on their general teaching efficacy as compared to non-study group teachers. The study group experience influenced participants' classroom behaviors. Overall, teachers who engaged in ongoing professional study group activities were more likely to gain or sustain a sense of security and confidence that, in turn, encouraged them to transfer the content of their study group sessions into classroom practices. (Contains 33 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A