ABSTRACT

This article addresses a perceived need for a more comprehensive model of teachers’ self-efficacy beliefs, that is, teachers’ beliefs about their personal abilities to perform specific tasks related to teaching and learning within specific teaching contexts. It starts with an analysis of current representations, and how they encourage further explorations in the field. Next, it draws on Dewey’s theory of inquiry, insights from research on self-efficacy beliefs and doubts, and teacher cognition to propose a new conceptual model of the dynamics of teachers’ self-efficacy beliefs in relation to the development of teacher knowledge. The article concludes with implications for research and teacher education.

摘要

本文解决了对更全面的教师自我效能信念模型的感知需求，即教师对其在特定教学环境中执行与教与学相关的特定任务的个人能力的信念。它首先分析当前的表征，以及它们如何鼓励该领域的进一步探索。接下来，它借鉴杜威的探究理论、自我效能信念和怀疑研究的见解以及教师认知，提出了教师自我效能信念动态与教师知识发展相关的新概念模型。文章的结论是对研究和教师教育的影响。