Exploring the development of teacher efficacy through professional learning experiences

Research output: Book/ReportCommissioned report

Standard

Exploring the development of teacher efficacy through professional learning experiences. / Beauchamp, Larry; Klassen, Robert; Parsons, Jim; Durksen, Tracy; Taylor, Leah.

Alberta Ministry of Education, 2014. 80 p.

Research output: Book/ReportCommissioned report

Harvard

Beauchamp, L, Klassen, R, Parsons, J, Durksen, T & Taylor, L 2014, Exploring the development of teacher efficacy through professional learning experiences. Alberta Ministry of Education. <http://www.researchgate.net/publication/272025935_Exploring_the_development_of_teacher_efficacy_through_professional_learning_experiences>

APA

Beauchamp, L., Klassen, R., Parsons, J., Durksen, T., & Taylor, L. (2014). Exploring the development of teacher efficacy through professional learning experiences. Alberta Ministry of Education. http://www.researchgate.net/publication/272025935_Exploring_the_development_of_teacher_efficacy_through_professional_learning_experiences

Vancouver

Beauchamp L, Klassen R, Parsons J, Durksen T, Taylor L. Exploring the development of teacher efficacy through professional learning experiences. Alberta Ministry of Education, 2014. 80 p.

Author

Beauchamp, Larry ; Klassen, Robert ; Parsons, Jim ; Durksen, Tracy ; Taylor, Leah. / Exploring the development of teacher efficacy through professional learning experiences. Alberta Ministry of Education, 2014. 80 p.

Bibtex - Download

@book{04b1774081d843548271408d222b8a25,
title = "Exploring the development of teacher efficacy through professional learning experiences",
abstract = "Our research sought to better understand the relationship between teacher professional learning and teacher efficacy. The research was carried out from 2011 to 2013 in districts and schools where professional learning had reportedly made a difference in professional practice, teachers{\textquoteright} beliefs about teaching, and student learning. Our research employed a mixed-methods design: over two years, four surveys collected data from 800 teachers in five school districts; and, 400 teachers were interviewed from two schools (one elementary and one secondary) in each district. This research asked what professional learning works well, how it influences teacher efficacy and professional practice, and what effective professional learning supports look like. Among our findings: teachers reported (80%) their best professional learning as “collaboration with colleagues.” Secondary teachers reported higher self-efficacy than collective efficacy; elementary teachers reported both high self-efficacy and high collective efficacy. Teachers reported a need (89.3%) to focus professional learning on becoming better teachers (develop classroom resources, support for their subjects, classroom management, technology skills, and instructional strategies to better meet the needs of diverse students) and less focus on students{\textquoteright} needs/student learning (21.4%). Our findings contribute to greater insight into how to engage teacher education at the school, district, and organizational level.",
author = "Larry Beauchamp and Robert Klassen and Jim Parsons and Tracy Durksen and Leah Taylor",
year = "2014",
month = feb,
language = "English",
isbn = "978-1-927074-23-7",
publisher = "Alberta Ministry of Education",

}

RIS (suitable for import to EndNote) - Download

TY - BOOK

T1 - Exploring the development of teacher efficacy through professional learning experiences

AU - Beauchamp, Larry

AU - Klassen, Robert

AU - Parsons, Jim

AU - Durksen, Tracy

AU - Taylor, Leah

PY - 2014/2

Y1 - 2014/2

N2 - Our research sought to better understand the relationship between teacher professional learning and teacher efficacy. The research was carried out from 2011 to 2013 in districts and schools where professional learning had reportedly made a difference in professional practice, teachers’ beliefs about teaching, and student learning. Our research employed a mixed-methods design: over two years, four surveys collected data from 800 teachers in five school districts; and, 400 teachers were interviewed from two schools (one elementary and one secondary) in each district. This research asked what professional learning works well, how it influences teacher efficacy and professional practice, and what effective professional learning supports look like. Among our findings: teachers reported (80%) their best professional learning as “collaboration with colleagues.” Secondary teachers reported higher self-efficacy than collective efficacy; elementary teachers reported both high self-efficacy and high collective efficacy. Teachers reported a need (89.3%) to focus professional learning on becoming better teachers (develop classroom resources, support for their subjects, classroom management, technology skills, and instructional strategies to better meet the needs of diverse students) and less focus on students’ needs/student learning (21.4%). Our findings contribute to greater insight into how to engage teacher education at the school, district, and organizational level.

AB - Our research sought to better understand the relationship between teacher professional learning and teacher efficacy. The research was carried out from 2011 to 2013 in districts and schools where professional learning had reportedly made a difference in professional practice, teachers’ beliefs about teaching, and student learning. Our research employed a mixed-methods design: over two years, four surveys collected data from 800 teachers in five school districts; and, 400 teachers were interviewed from two schools (one elementary and one secondary) in each district. This research asked what professional learning works well, how it influences teacher efficacy and professional practice, and what effective professional learning supports look like. Among our findings: teachers reported (80%) their best professional learning as “collaboration with colleagues.” Secondary teachers reported higher self-efficacy than collective efficacy; elementary teachers reported both high self-efficacy and high collective efficacy. Teachers reported a need (89.3%) to focus professional learning on becoming better teachers (develop classroom resources, support for their subjects, classroom management, technology skills, and instructional strategies to better meet the needs of diverse students) and less focus on students’ needs/student learning (21.4%). Our findings contribute to greater insight into how to engage teacher education at the school, district, and organizational level.

M3 - Commissioned report

SN - 978-1-927074-23-7

BT - Exploring the development of teacher efficacy through professional learning experiences

PB - Alberta Ministry of Education

ER -