A Case Analysis of Sources of Collective Teacher Efficacy in a Practitioner Inquiry Community

• In Event: School-University Partnerships Supporting Teachers, Preservice Teachers and Students

Abstract

This study features a case analysis of collective teacher efficacy in a practitioner inquiry community within a school-university partnership. Four educators were selected as primary participants, while five were selected as secondary participants. Data was collected from semi-structured interviews, artifacts, field notes, and analytical memos, and was analyzed using Bandura’s four sources of efficacy. This analysis led to sixteen aspects of experiences that tapped into the efficacy-shaping sources in the inquiry community. The findings reveal the intricate processes of collective teacher efficacy development and demonstrate its value for educators. All sources of collective teacher efficacy are evident and influential. The study suggests a need to reconceptualize the four sources of collective teacher efficacy in an expanded view of educators’ professionalism.

Authors

• Yun-chen Yen, Pennsylvania State University

• Rachel Wolkenhauer, Pennsylvania State University