Development of the Teacher Discourse Self-Efficacy Scale

• In Event: Engagement, Motivation, and Efficacy

Abstract

Quality classroom discourse elevates student thinking and supports advanced learning, yet dialogic practices are often underutilized. To track changes in teacher self-efficacy beliefs promoting high quality discourse before and after professional learning, researchers developed and piloted a 46-item Teacher Discourse Self-Efficacy Scale (TDSES). We demonstrate a conceptualization of the latent construct comprising two domains, facilitating collaboration and deeper thinking. Based on an initial sample of 183 responses, with data collection ongoing, early analysis of the TDSES shows strong psychometric properties with a reliability analysis yielding alpha values of .90 and .95 for the respective subscales. The measure may be useful in increasing teacher awareness of pedagogical practices that support a range of learners including those students that need additional challenge.

Authors

• Shannon McDonald, University of Connecticut

• Gregory Boldt, University of Connecticut

• Catherine A. Little, University of Connecticut