NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918650
Record Type: Journal
Publication Date: 2011-May
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Co-constructing Efficacy: A "Communities of Practice" Perspective on Teachers' Efficacy Beliefs
Takahashi, Sola
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n4 p732-741 May 2011
Teachers' efficacy beliefs are critical to improving student learning, but we have yet to fully understand how these beliefs develop. The prevailing model of teachers' efficacy development emerges from cognitive theories, but sociocultural theories may add insights to modeling the impact of teachers' school contexts. This case study takes a "communities of practice" approach to explore the connections between teachers' evidence-based decision-making practices and their efficacy beliefs. Findings, based on interviews with four teachers, indicate that teachers co-construct their efficacy beliefs in shared practices, suggesting the usefulness of communities of practice theory to more fully understand teachers' efficacy belief development.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A