Liddy, Emma (2018) The impact of an accelerated teacher training programme based on a pedagogy of enactment on trainees’ self-efficacy. Research in Action (3). pp. 10-20. ISSN 2515 9364
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Abstract
The purpose of this study was to investigate the impact of a ‘Pedagogy of Enactment’
approach on trainee teachers’ self-efficacy. Perceived self-efficacy has been defined
by Bandura (1997) as, ‘people’s beliefs about their capabilities to produce effects’
(p.7). In the current climate of education and Initial Teacher Training (ITT) there is much
discussion about the importance of what it means to be an effective teacher. Selfefficacy, as the belief in one’s own abilities, should therefore be considered an important
trait for teacher quality and effectiveness.
Self-efficacy scores were collected from Year 1 trainees who had undertaken an
accelerated ITT BA QTS Primary Teaching programme at Liverpool Hope University
and Year 2 trainees who had experienced a less intensive programme. The scores were
compared in order to determine if there was a significant difference between groups
and to explore contributing factors. This project was quantitative in nature, using a
standardised questionnaire to collect data: Norwegian Teacher Self-Efficacy Scale
(NTSES) (Skaalvik and Skaalvik, 2007, 2010). Initial findings show that Year 1 trainee
teachers have higher self-efficacy than trainee teachers in Year 2.
| Item Type: | Article |
|---|---|
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Philippa Williams |
| Date Deposited: | 15 Apr 2019 12:01 |
| Last Modified: | 11 Nov 2024 10:42 |
| URI: | https://hira.hope.ac.uk/id/eprint/2813 |
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