Early career teachers’ self-efficacy: A longitudinal study from Australia
Early career teachers’ self-efficacy: A longitudinal study from Australia
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早期职业教师的自我效能感：来自澳大利亚的纵向研究
DOI：
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发表时间：
2018
影响因子：
1.3
通讯作者：
H. Watt
中科院分区：
文献类型：
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作者：
Sindu George;Paul W. Richardson;H. Watt
尽管班杜拉提出，自我效能感一旦建立起来就相对稳定，但这仍然是一个有争议的话题，因为经验证据表明，自我效能感在不同的职业阶段有不同的变化模式。这项研究展示了澳大利亚维多利亚州74名初任教师的纵向数据，以了解他们头五年的变化。他们的自我效能感的增加是参考现有的(主要是横断面的)研究，以及支持早期职业教师的政策含义来讨论的。
Abstract Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers.