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Reconceptualising teacher self-efficacy in relation to teacher identity: A longitudinal phenomenological study of pre-service secondary mathematics teachers during initial teacher education.

Publicerad:2021-10-26

Gosia Marschall har undersökt hur fem blivande gymnasielärare i matematik, i England, skapar mening genom sina erfarenheter i såväl utbildningen som i praktiken.

Författare

Gosia Marschall

Handledare

Docent Eva Norén, Stockholms universitet Docent Kerstin Pettersson, Stockholms universitet Steven Watson, University of Cambridge

Opponent

Professor Markku Hannula, University of Helsinki,

Disputerat vid

Stockholms universitet

Disputationsdag

2021-10-15

Titel (eng)

Reconceptualising teacher self-efficacy in relation to teacher identity: A longitudinal phenomenological study of pre-service secondary mathematics teachers during initial teacher education.

Institution

Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Reconceptualising teacher self-efficacy in relation to teacher identity: A longitudinal phenomenological study of pre-service secondary mathematics teachers during initial teacher education.

This research involves a conceptual investigation of teacher self-efficacy and its appraisal by focusing on how five pre-service secondary mathematics teachers make meaning of their experiences in the process of their development. Recognising methodological limitations of previous studies in the area, this one-year longitudinal study uses abduction and interpretative phenomenological analysis of qualitative data collected from participants’ written weekly reflections, planning documents, lesson observations and interviews. This research shows that teacher self-efficacy is a domain-specific, task-oriented aspect of a more general narrative self-schema—while driven by an agentic goal pursuit and based on cognitive processing of information from enactive, affective, vicarious and social experiences, the teacher self-efficacy appraisal process also attends to aspects of the individual’s past, present and future selves, all of which are incorporated in an ongoing transformation of self as a competent teacher in a narrative continuity. This means that teacher self-efficacy appraisal is much more closely connected to the development of professional identity than has been previously acknowledged. The study contributes to the existing field of teacher self-efficacy by going beyond the well-established four self-efficacy sources framework and extends our understanding of the complexity of the teacher self-efficacy concept and its development. Consequently, it proposes an iterative, narrative model of teacher self-efficacy development—one which is centred in the meaning-making process and which extends other models prevalent in the literature. The new way of conceptualising teacher self-efficacy in this study helps address the previously narrow treatment of teacher self-efficacy, helps explain the contradictions related to changes in teacher self-efficacy and its stability, and has significant implications for conceptualising and understanding teacher professional learning. 

Forskningsbevakningen presenteras i samarbete med

forskningsinstitutet Ifous

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