Developing an Understanding of Teachers' Efficacy Beliefs as They Develop New Geographic Literacies in Practice

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Negotiating Research and Practice (Table 6)

Abstract

This paper emerges from ongoing work with K-12 public school teachers in a large west coast city. The central focus of that work has been to empower teachers to create and implement climate justice-related curriculum, using maps as tools for student learning. Here I describe two dimensions of teachers’ experiences that have emerged as significant for participants and program-planners but are wholly underexplored in existing research. In the first I outline the development of a theoretical construct and survey-based instrument to measure changes in teachers’ attitudes and beliefs related to their efficacy in practice. In the second I outline the limited existing literature on teachers’ experiences with maps in classrooms, and identify one key direction for future research and practice.

Author

• Jacob Barton, University of California - Berkeley
  Presenting Author