The impact of an inservice to promote cooperative learning on the stability of teacher efficacy

Abstract Teacher efficacy, the extent to which teachers believe they will be able to perform the actions that promote learning, is a key variable predicting teacher practice and student outcomes. Few studies of the stability of professional efficacy have been conducted. This inquiry measured teacher efficacy on three occasions during an 8 month inservice. The study found that it was use of inservice knowledge, not exposure to it, that contributed to changes in teacher efficacy and that it was general, not personal teaching efficacy that changed. Interactions among participants persuaded teachers that it was possible for cooperative learning techniques to reach students disadvantaged by home conditions (general teaching efficacy). Any increment in personal confidence (personal teaching efficacy) that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers. Teacher changes were related to student outcomes, although not in the expected direction.

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