Reflections of New Teacher Efficacy in Pedagogical Practice Dilemmas Related to Justice and Equity in 21st-Century Schools

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

This qualitative study focuses on novice early childhood and elementary teachers’ efficacy from a teacher support program using a Critical Friends Group model. Results indicated that teachers struggle with various school and classroom issues affecting their efficacy. Factors such as school culture, school policies, parents, students, and teacher burnout can positively or negatively influence teacher efficacy. Bandura’s sources of efficacy development provide a means for increasing efficacy in teachers, who will then be more likely to engage in risk-taking and student advocacy. Implications suggest teacher preparation programs and induction efforts focused on Bandura’s sources and teacher support programs can ensure high levels of teacher efficacy and equity in education.

Authors

• Ritsa Mallous, Santa Fe College

• Harriet Able, University of North Carolina - Chapel Hill