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ERIC Number: EJ982418
Record Type: Journal
Publication Date: 2012-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 85
ISSN: ISSN-0313-5373
Early Career Teachers' Self-Efficacy for Balanced Reading Instruction
Hastings, Petra
Australian Journal of Teacher Education, v37 n6 p55-72 Jun 2012
According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an Early Career Teacher practicing within a "source vacuum" as he or she attempts to grapple with the methodologies and strategies necessary for a balanced reading program. How, then, do they rate their teaching efficacy for this area of the curriculum? And which types of professional learning opportunities do they believe have heightened their self-efficacy for task-specific elements of reading instruction? Based on interviews and literature analysis, the findings suggest that enactive attainment and vicarious experiences are two sources of self-efficacy that need to be included in a focused manner in Early Career Teachers' professional learning for reading instruction. (Contains 2 tables.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia