Reconsidering the Meaning of Mastery Experiences: Reconciling Teaching Self-Efficacy Research With Theory and Practice

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-3 - Motivational and Cognitive Processes: Teachers' Beliefs, Judgments, and Knowledge

Abstract

Given the considerable benefits associated with teachers’ self-efficacy, researchers have begun to turn their attention toward the sources underlying these important beliefs. The source that has been most extensively is mastery experience, because mastery experiences are typically the most powerful source of self-efficacy. However, the measure of mastery experience has often been inconsistent with social cognitive theory and obscured understandings of how teaching self-efficacy beliefs develop. This review outlines the existing research on mastery experiences and offers suggestions for their future measure.

Author

• David Brent Morris, Saint Mary's College of Maryland