BeingBeing the best teacher the best teacher

(professional)(professional) I can be I can be

What is the ONE most What is the ONE most influential factor for influential factor for

student learning student learning outside of what they outside of what they bring to the learning bring to the learning

experience?experience?

Answer:Answer:

What is the ONE What is the ONE most influential most influential

factor for student-factor for student-teachers teaching?teachers teaching?

Answer:Answer: A teacher’s self-efficacy is one of the A teacher’s self-efficacy is one of the

most important factors in most important factors in determining that teacher’s determining that teacher’s behaviour. It is a critical factor in behaviour. It is a critical factor in determining how easily a teacher will determining how easily a teacher will change. The less confident a teacher change. The less confident a teacher is, the less likely the teacher will be is, the less likely the teacher will be to attempt a change that puts him or to attempt a change that puts him or her in an unfamiliar situation.her in an unfamiliar situation.

(Yero, 2002, p. 202)(Yero, 2002, p. 202)

According to research . . .According to research . . . There is a positive relationship between the teacher’s self There is a positive relationship between the teacher’s self

efficacy efficacy

ANDAND

student achievementstudent achievement

AndAnd

Our ability to: Our ability to:

SurviveSurvive Be ResilientBe Resilient Be PersistentBe Persistent Be innovativeBe innovative

Predictor of teaching Predictor of teaching effectivenesseffectiveness

Effective teachers believe they can Effective teachers believe they can make a difference in children’s make a difference in children’s lives, and they teach in ways that lives, and they teach in ways that demonstrate this belief. What demonstrate this belief. What teachers believe about their teachers believe about their capability is a strong predictor of capability is a strong predictor of teaching effectiveness.teaching effectiveness.

(Gibbs, 2003, p. 3) (Gibbs, 2003, p. 3)

Perceived self-efficacy is defined as Perceived self-efficacy is defined as people’s beliefs about their capabilities people’s beliefs about their capabilities to produce designated levels of to produce designated levels of performance that exercise influence performance that exercise influence over events that affect their lives. Self over events that affect their lives. Self efficacy beliefs determine how people efficacy beliefs determine how people feel, think , motivate themselves and feel, think , motivate themselves and behave.behave.

(Bandura (2003) cited by House & Jones (Bandura (2003) cited by House & Jones 2003, p. 25)2003, p. 25)

What is “self-efficacy”?What is “self-efficacy”?

What is self-efficacy?What is self-efficacy?

““. . . The individual’s teacher’s . . . The individual’s teacher’s belief that their performance as a belief that their performance as a teacher has the potential to teacher has the potential to influence the ultimate level of influence the ultimate level of achievement of performance achievement of performance realised by their students” realised by their students”

(Wolf, Foster, & Birkenholz, 2007, p. (Wolf, Foster, & Birkenholz, 2007, p. 558)558)

Self- efficacy is the belief that one Self- efficacy is the belief that one is capable of exercising personal is capable of exercising personal control over one’s behaviour, control over one’s behaviour, thinking and emotionsthinking and emotions

(Gibbs, 2003, p. 3)(Gibbs, 2003, p. 3)

What is “self-efficacy”?What is “self-efficacy”?

What is “self-efficacy”?What is “self-efficacy”?

Self efficacy is a mediator between Self efficacy is a mediator between knowing and being able to knowing and being able to demonstrate skills, and whether or demonstrate skills, and whether or not these will actually be applied in not these will actually be applied in a teaching repertoirea teaching repertoire

(Gibbs, 2003, p. 8)(Gibbs, 2003, p. 8)

What student teachers know and What student teachers know and can do, and how they come to can do, and how they come to teach during student teaching, is teach during student teaching, is largely mediated by what they largely mediated by what they thinkthink and and believebelieve..

(Gibbs, 2003, p. 7)(Gibbs, 2003, p. 7)ActingActing like this ……….. like this ………..Leads to certain Leads to certain outcomesoutcomes . . . . . .

Types of self-efficacyTypes of self-efficacy BehaviouralBehavioural

CognitiveCognitive

EmotionalEmotional

Cultural Cultural

Believe we can perform specific ‘actions to deal with specific teaching situationsWe can DO what we know

Believe we can exercise control over our thinking in particularteaching situationsWe can influence what we THINKTHINK

Believe we can exercise control over our feeling in particularteaching situationsWe can influence what we FEELFEEL

Believe we can behave in culturally – appropriate waysBelieve we can behave in culturally – appropriate waysin specific teaching situations so as to CONNECT.in specific teaching situations so as to CONNECT.

Children’s Children’s learninglearning

My self-My self-efficacyefficacy

ME & my ME & my teachingteaching

Perception Perception of successof success

Vicarious experiences to learn from/through

EncouragementEncouragement(verbal persuasion))

Emotional & Emotional & physiological physiological statestate

Visualise or imagine self in context

SummarySummary

IntentionalityIntentionality

Being and Becoming: Teacher as ProfessionalBeing and Becoming: Teacher as ProfessionalTHOUGHT CONTROLTHOUGHT CONTROL

Teacher as professionalTeacher as professional Good teaching is not the mere carrying out of Good teaching is not the mere carrying out of

technicist tasks. technicist tasks. PROACTIVEPROACTIVE Effective teachers – think about their own Effective teachers – think about their own

teaching, about their own actions, conduct teaching, about their own actions, conduct research to identify ‘evidence’ research to identify ‘evidence’ REFLECTIVEREFLECTIVE

IntentionalIntentional – guided by Passionate Creed – guided by Passionate Creed Image of Teacher (metaphor of teacher) Image of Teacher (metaphor of teacher)

enables them to imagine . . . (think ahead)enables them to imagine . . . (think ahead) Self-regulate thinking, behaviour and emotions Self-regulate thinking, behaviour and emotions

(dependence on WoG, H/S)(dependence on WoG, H/S) Triadic reciprocal causation (Bandura, 1989)Triadic reciprocal causation (Bandura, 1989)

Interrelatedness or reciprocity of Interrelatedness or reciprocity of Personal factors behaviour contextPersonal factors behaviour context

Effective teachers . . .Effective teachers . . . Believe they can make a differenceBelieve they can make a difference

History MakerHistory Maker

Leave a legacyLeave a legacy

What does our self-What does our self-efficacy influence?efficacy influence?

Willingness to persist at pursuing Willingness to persist at pursuing goalsgoals

“… “… self-efficacy in particular, self-efficacy in particular, influences goal-setting and the influences goal-setting and the willingness to persist at pursuing willingness to persist at pursuing these goals (Bandura, 1986)” (Gibbs, these goals (Bandura, 1986)” (Gibbs, 2003, p. 2).2003, p. 2).

According to House and According to House and Jones (2003)Jones (2003)

Self –efficacy influences:Self –efficacy influences: Persistence and resiliency when things do Persistence and resiliency when things do

not go well not go well Teachers with high self-efficacy persist Teachers with high self-efficacy persist

longer with students who may strugglelonger with students who may struggle Planning – higher level of planning and Planning – higher level of planning and

organisation when they have a strong organisation when they have a strong sense of self-efficacysense of self-efficacy

Invest more in teaching, better able to Invest more in teaching, better able to appropriate goals, higher levels of appropriate goals, higher levels of aspirationaspiration

confidence & languageconfidence & language

Distad and Brownstein (2004, p. 7)Distad and Brownstein (2004, p. 7)

Teachers with a strong sense of Teachers with a strong sense of efficacy feel more confident, efficacy feel more confident, affirmed, and validated by their affirmed, and validated by their experiences in the classroom. experiences in the classroom. Their language about teaching is Their language about teaching is hopeful and positive.hopeful and positive.

Teaching strategies Teaching strategies

Teachers with high efficacy have a Teachers with high efficacy have a large repertoire of skills. large repertoire of skills.

This is important as they don’t feel This is important as they don’t feel defeated if one approach doesn’t defeated if one approach doesn’t work – they work – they cancan try another try another

And And WILLWILL try another. . . . try another. . . .

innovatiinnovationon

What influences our self-What influences our self-efficacy?efficacy?

Success perceived as genuine – Success perceived as genuine – builds a robust sense of self-builds a robust sense of self-efficacyefficacy

Failure perceived as genuine – Failure perceived as genuine – undermines self efficacyundermines self efficacy

Perception of SuccessPerception of Success

Modelling the behaviour of significant Modelling the behaviour of significant others can strengthen self-efficacy. While others can strengthen self-efficacy. While vicarious experiences are usually weaker vicarious experiences are usually weaker than direct experiences, they are further than direct experiences, they are further strengthened by deliberate strategies that strengthened by deliberate strategies that encourage the observer to self –reflect on encourage the observer to self –reflect on her/his personal beliefs about competence her/his personal beliefs about competence and capability in similar situations. (Gibbs, and capability in similar situations. (Gibbs, 2003, p. 5)2003, p. 5)

Models to learn fromModels to learn from

Verbal persuasion may strengthen Verbal persuasion may strengthen student teachers’ self efficacy. If student teachers’ self efficacy. If student teachers are persuaded that student teachers are persuaded that they possess the capabilities to they possess the capabilities to overcome specific difficulties, they overcome specific difficulties, they are likely to mobilise greater effort are likely to mobilise greater effort and to persist longer. However, and to persist longer. However, verbal persuasion, in itself , may be verbal persuasion, in itself , may be limited in its power to promote limited in its power to promote enduring change” (Gibbs, 2003, p. 6)enduring change” (Gibbs, 2003, p. 6)

Encouragement (Encouragement (verbal persuasionverbal persuasion))

Emotional state Emotional state – (emotions, moods, anxiety, . . .)(emotions, moods, anxiety, . . .)

Physiological statePhysiological state– (tiredness, hunger, pain, . . . )(tiredness, hunger, pain, . . . )

can enhance or impair self-can enhance or impair self-efficacy beliefs and therefore efficacy beliefs and therefore influence subsequent performance. influence subsequent performance.

Emotional and Physiological stateEmotional and Physiological state

Occurs when teachers visualise or Occurs when teachers visualise or imagine themselves performing in imagine themselves performing in a particular situation a particular situation (i.e. first day (i.e. first day in classroom, first conversation in in classroom, first conversation in staff room, ) staff room, ) provides a source of provides a source of information for teachers and information for teachers and thereby their performance.thereby their performance.

Imaginal-symbolisationImaginal-symbolisation(visualise/imagine)(visualise/imagine)

visualisingvisualising Numerous studies beyond teacher Numerous studies beyond teacher

education show that cognitive education show that cognitive simulations in which people simulations in which people visualise themselves carrying out visualise themselves carrying out tasks successfully enhance their tasks successfully enhance their subsequent performance subsequent performance (Bandura, 1986, Corbin, 1972; (Bandura, 1986, Corbin, 1972; Fletz & Landers, 1983; Kazdin, Fletz & Landers, 1983; Kazdin, 1978). (Gibbs, 2003, p. 8)1978). (Gibbs, 2003, p. 8)

““Intent is associated with I WILL, Intent is associated with I WILL, Whereas self-efficacy is associated Whereas self-efficacy is associated

with I CAN” (Gibbs, 2003, p. 6)with I CAN” (Gibbs, 2003, p. 6)

- Setting goalsSetting goals

A person can have a good intention A person can have a good intention but believe that they are not but believe that they are not capable of enacting it. capable of enacting it.

Intention to actIntention to act

Sense of CALL, VocationSense of CALL, Vocation

So – what’s the point?So – what’s the point? All these strategies have potential All these strategies have potential

application within student teaching application within student teaching (Gibbs, 1996) in that they:(Gibbs, 1996) in that they:

alert student teachers to their alert student teachers to their thinking as they teach thinking as they teach

encourage meta-cognitive encourage meta-cognitive awareness and reflection, and can awareness and reflection, and can elucidate deeper levels of thinking elucidate deeper levels of thinking about themselves and their practice about themselves and their practice as it occurs in context” as it occurs in context”

(Gibbs, 2003, p. 8)(Gibbs, 2003, p. 8)

Teachers who hold strong self-Teachers who hold strong self-efficacy beliefs tend to:efficacy beliefs tend to:

Be more satisfied with their jobBe more satisfied with their job Demonstrate more commitmentDemonstrate more commitment Have lower absenteeismHave lower absenteeism Persist in failure situationsPersist in failure situations Take more risks with the curriculumTake more risks with the curriculum Use new teaching approachesUse new teaching approaches Get better gains in children’s achievementGet better gains in children’s achievement Have more motivated students Have more motivated students (according to research reviewed by Colin Gibbs )(according to research reviewed by Colin Gibbs )

Knowing how to do something, and even Knowing how to do something, and even being able to do it, does not guarantee that being able to do it, does not guarantee that someone will do it” (Gibbs, 2003, p. 8). someone will do it” (Gibbs, 2003, p. 8).

BUTBUT A sense of call A sense of call or VOCATION and therefore or VOCATION and therefore

accountability to He who calledaccountability to He who called - contribute - contribute to this – and to one’s self-efficacyto this – and to one’s self-efficacy

ANDAND Awareness of the importance of ourAwareness of the importance of our thinking – makes a big differencethinking – makes a big difference

For example,For example, Research suggests that, as a result Research suggests that, as a result

of student teaching, student of student teaching, student teachers generally become more teachers generally become more controlling and more conservative, controlling and more conservative, rather than innovative and rather than innovative and reflective (Weinstein, 1988)” reflective (Weinstein, 1988)”

(Gibbs, 2003, p. 5)(Gibbs, 2003, p. 5)

Thought controlThought control Proverbs 23: 7Proverbs 23: 7

Romans 12: 1, 2Romans 12: 1, 2

2 Corinthians 10:6 ff2 Corinthians 10:6 ff

What can What can II do? do?

What can What can wewe do? do?

Influence on contextInfluence on context Research demonstrates that the Research demonstrates that the

self-efficacy of teachers is self-efficacy of teachers is associated with better associated with better performance for the individual performance for the individual teacher AND for the academic unit teacher AND for the academic unit (the school or early childhood (the school or early childhood centre)- the collective self-efficacy centre)- the collective self-efficacy (See; House & Jones, 2003; Tschannen-Moran & Hoy, (See; House & Jones, 2003; Tschannen-Moran & Hoy,

2001)2001)

Children’s Children’s learninglearning

My self-My self-efficacyefficacy

ME & my ME & my teachingteaching

Perception Perception of successof success

Vicarious experiences to learn from/through

EncouragementEncouragement(verbal persuasion))

Emotional & Emotional & physiological physiological statestate

Visualise or imagine self in context

SummarySummary

IntentionalityIntentionality

T e a c h e r a s P r o f e s s i o n a l

Sense of Sense of callcall