Being the best teacher (professional) I can be

What is the ONE most influential factor for student learning outside of what they bring to the learning experience?

Answer:

What is the ONE most influential factor for student- teachers teaching?

Answer: n A teacher’s self-efficacy is one of the most important factors in determining that teacher’s behaviour. It is a critical factor in determining how easily a teacher will change. The less confident a teacher is, the less likely the teacher will be to attempt a change that puts him or her in an unfamiliar situation. (Yero, 2002, p. 202)

According to research... n There is a positive relationship between the teacher’s self efficacy AND n student achievement And n Our ability to: n Survive n Be Resilient n Be Persistent n Be innovative

Predictor of teaching effectiveness Effective teachers believe they can make a difference in children’s lives, and they teach in ways that demonstrate this belief. What teachers believe about their capability is a strong predictor of teaching effectiveness. (Gibbs, 2003, p. 3)

n Perceived self-efficacy is defined as people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self efficacy beliefs determine how people feel, think, motivate themselves and behave. n (Bandura (2003) cited by House & Jones 2003, p. 25) What is “self-efficacy”?

What is self-efficacy? “... The individual’s teacher’s belief that their performance as a teacher has the potential to influence the ultimate level of achievement of performance realised by their students” (Wolf, Foster, & Birkenholz, 2007, p. 558)

n Self- efficacy is the belief that one is capable of exercising personal control over one’s behaviour, thinking and emotions (Gibbs, 2003, p. 3) What is “self-efficacy”?

n Self efficacy is a mediator between knowing and being able to demonstrate skills, and whether or not these will actually be applied in a teaching repertoire (Gibbs, 2003, p. 8)

What student teachers know and can do, and how they come to teach during student teaching, is largely mediated by what they think and believe. What student teachers know and can do, and how they come to teach during student teaching, is largely mediated by what they think and believe. (Gibbs, 2003, p. 7) Acting like this ……….. Leads to certain outcomes...

Types of self-efficacy n Behavioural n Cognitive n Emotional n Cultural Believe we can perform specific ‘actions to deal with specific teaching situations We can DO what we know Believe we can exercise control over our thinking in particular teaching situations THINK We can influence what we THINK Believe we can exercise control over our feeling in particular teaching situations FEEL We can influence what we FEEL Believe we can behave in culturally – appropriate ways in specific teaching situations so as to CONNECT.

Children’s learning My self- efficacy ME & my teaching Perception of success Vicarious experiences to learn from/through Encouragement ) Encouragement (verbal persuasion) Emotional & physiological state Visualise or imagine self in context Summary Intentionality Being and Becoming: Teacher as Professional THOUGHT CONTROL

Teacher as professional n Good teaching is not the mere carrying out of technicist tasks. PROACTIVE n Effective teachers – think about their own teaching, about their own actions, conduct research to identify ‘evidence’ REFLECTIVE n Intentional – guided by Passionate Creed n Image of Teacher (metaphor of teacher) enables them to imagine... (think ahead) n Self-regulate thinking, behaviour and emotions (dependence on WoG, H/S) n Triadic reciprocal causation (Bandura, 1989) Interrelatedness or reciprocity of Personal factors behaviour context

Effective teachers... n Believe they can make a difference n History Maker n Leave a legacy

What does our self- efficacy influence? n Willingness to persist at pursuing goals n “… self-efficacy in particular, influences goal-setting and the willingness to persist at pursuing these goals (Bandura, 1986)” (Gibbs, 2003, p. 2).

According to House and Jones (2003) Self –efficacy influences: n Persistence and resiliency when things do not go well n Teachers with high self-efficacy persist longer with students who may struggle n Planning – higher level of planning and organisation when they have a strong sense of self-efficacy n Invest more in teaching, better able to appropriate goals, higher levels of aspiration

confidence & language Distad and Brownstein (2004, p. 7) n Teachers with a strong sense of efficacy feel more confident, affirmed, and validated by their experiences in the classroom. Their language about teaching is hopeful and positive.

Teaching strategies n Teachers with high efficacy have a large repertoire of skills. n This is important as they don’t feel defeated if one approach doesn’t work – they can try another n And WILL try another.... innovationinnovation

What influences our self- efficacy? n Success perceived as genuine – builds a robust sense of self-efficacy n Failure perceived as genuine – undermines self efficacy Perception of Success

n Modelling the behaviour of significant others can strengthen self-efficacy. While vicarious experiences are usually weaker than direct experiences, they are further strengthened by deliberate strategies that encourage the observer to self –reflect on her/his personal beliefs about competence and capability in similar situations. (Gibbs, 2003, p. 5) Models to learn from

n Verbal persuasion may strengthen student teachers’ self efficacy. If student teachers are persuaded that they possess the capabilities to overcome specific difficulties, they are likely to mobilise greater effort and to persist longer. However, verbal persuasion, in itself, may be limited in its power to promote enduring change” (Gibbs, 2003, p. 6) Encouragement (verbal persuasion)

n Emotional state – (emotions, moods, anxiety,...) n Physiological state –(tiredness, hunger, pain,... ) n can enhance or impair self-efficacy beliefs and therefore influence subsequent performance. Emotional and Physiological state

n Occurs when teachers visualise or imagine themselves performing in a particular situation (i.e. first day in classroom, first conversation in staff room, ) provides a source of information for teachers and thereby their performance. Imaginal-symbolisation(visualise/imagine)

visualising n Numerous studies beyond teacher education show that cognitive simulations in which people visualise themselves carrying out tasks successfully enhance their subsequent performance (Bandura, 1986, Corbin, 1972; Fletz & Landers, 1983; Kazdin, 1978). (Gibbs, 2003, p. 8)

“Intent is associated with I WILL, Whereas self-efficacy is associated with I CAN” (Gibbs, 2003, p. 6) - Setting goals A person can have a good intention but believe that they are not capable of enacting it. Intention to act Sense of CALL, Vocation

So – what’s the point? n All these strategies have potential application within student teaching (Gibbs, 1996) in that they: n alert student teachers to their thinking as they teach n encourage meta-cognitive awareness and reflection, and can elucidate deeper levels of thinking about themselves and their practice as it occurs in context” (Gibbs, 2003, p. 8)

Teachers who hold strong self- efficacy beliefs tend to: n Be more satisfied with their job n Demonstrate more commitment n Have lower absenteeism n Persist in failure situations n Take more risks with the curriculum n Use new teaching approaches n Get better gains in children’s achievement n Have more motivated students n (according to research reviewed by Colin Gibbs )

n Knowing how to do something, and even being able to do it, does not guarantee that someone will do it” (Gibbs, 2003, p. 8). n BUT n A sense of call or VOCATION and therefore accountability to He who called - contribute to this – and to one’s self-efficacy n AND Awareness of the importance of our Awareness of the importance of our thinking – makes a big difference thinking – makes a big difference

For example, n Research suggests that, as a result of student teaching, student teachers generally become more controlling and more conservative, rather than innovative and reflective (Weinstein, 1988)” (Gibbs, 2003, p. 5)

Thought control n Proverbs 23: 7 n Romans 12: 1, 2 n 2 Corinthians 10:6 ff What can I do? What can we do?

Influence on context n Research demonstrates that the self- efficacy of teachers is associated with better performance for the individual teacher AND for the academic unit (the school or early childhood centre)- the collective self-efficacy (See; House & Jones, 2003; Tschannen-Moran & Hoy, 2001)

Children’s learning My self- efficacy ME & my teaching Perception of success Vicarious experiences to learn from/through Encouragement ) Encouragement (verbal persuasion) Emotional & physiological state Visualise or imagine self in context Summary Intentionality T e a c h e r a s P r o f e s s i o n a l Sense of call