Cultivating Teacher Efficacy

• In Event: Enhancing Teacher Efficacy Through Program and Instructional Reform

Abstract

The Interstate Teacher Assessment and Support Consortium (InTASC), accreditation agencies for teacher education, and other professional education organizations have emphasized the significant role of teacher dispositions. That said, dispositions frequently play a marginal role in initiatives to improve teacher education. The national code of ethics for educators indicates violation of the Commitment to the Profession standard by assisting “entry into the profession of [one] known to be unqualified in respect to character…” Clearly, teacher preparation programs must promote standards of professional conduct; and should by design develop strong candidate dispositions, including teacher efficacy. This paper describes one program’s self-study on the relationship between teacher candidate dispositions and other program outcomes, and its ongoing efforts to cultivate efficacy within teacher candidates.

Authors

• Lisa Daniels, University of Central Arkansas

• Gary O. Bunn, University of Central Arkansas

• Donna Wake, University of Central Arkansas

• Tammy Benson, University of Central Arkansas