“Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow

Mark Wyatt

    Research output: Contribution to journalArticlepeer-review

    36 Scopus citations

    Abstract

    Conceptual models can fulfil important educative roles, particularly in fields where there are few such models and where constructs are confused, as in research into teachers’ self-efficacy beliefs. In this area, one model developed in the late twentieth century subsequently became dominant, but seems flawed. This article addresses criticisms of it and then presents an alternative, this centred on a reflective learning cycle. The new model emerged from a qualitative longitudinal multi-case study of English language teachers developing practical knowledge and self-efficacy beliefs while on an in-service teacher education programme in Oman. Its relevance for other contexts is considered.

    Original languageBritish English
    Pages (from-to)114-137
    Number of pages24
    JournalEducational Review
    Volume68
    Issue number1
    DOIs
    StatePublished - 2 Jan 2016

    Keywords

    • Conceptual models
    • In-service language teacher education
    • Practical knowledge
    • Reflective learning cycles
    • Teachers’ self-efficacy beliefs

    Fingerprint

    Dive into the research topics of '“Are they becoming more reflective and/or efficacious?” A conceptual model mapping how teachers’ self-efficacy beliefs might grow'. Together they form a unique fingerprint.

    Cite this