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ERIC Number: EJ640177
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0742-051X
The Potential Benefits of Teacher Efficacy Doubts for Educational Reform.
Wheatley, Karl F.
Teaching and Teacher Education, v18 n1 p5-22 Jan 2002
Analyzes the benefits of specific teacher efficacy doubts for educational reforms, especially progressive, meaning-centered reforms. Teachers' efficacy doubts may support reform in many ways, particularly by supporting teacher learning. This challenges the common assumption that teachers' efficacy doubts are inherently problematic for reforms. Connections are made to research on learning, teacher efficacy, and teacher education. (Contains references.) (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A