Foreword Preface Introduction Chapter 1: "I Was Successful!" Developing Teacher Candidates' Confidence and Self Efficacy through Reflection and Supervising Teacher Support Glenda L. Black: Nipissing University, Canada Chapter 2: Enhancing Efficacy with the Disposition of Care Angela Webster Smith: University of Central Arkansas Chapter 3: Expanding from Self to Collective Classroom Efficacy: A Tale of Two Classroom Communities LeAnn G Putney: University of Nevada Las Vegas, Suzanne H. Jones: Utah State University, and Brett Campbell: University of Nevada Las Vegas Chapter 4: Advancing Self-Efficacy with Academic, Pedagogical, Assessment, and Learner Content Nancy P. Gallavan: University of Central Arkansas Chapter 5: The Interactive Dual Impact of Teacher Self Efficacy and Creative Self Efficacy on 21st Century Student Creative and Innovative Performance and Potentiality Elizabeth Johnson: Eastern Michigan University, Mary Katheryn Walsh: Eastern Michigan University Chapter 6: Challenge: Efficacious Teachers View Obstacles as Opportunities Walter Polka: Niagara University, Amanda Fernandes: Niagara University, Elissa Smith: Niagara University, Kylie Flynn: Niagara University Chapter 7: Curriculum as a Reflection of Teacher Self-Efficacy Ashlie Jack: Wichita State University, Kim McDowell: Wichita State University, Shirley Lefever: Wichita State University Chapter 8: Control and Self-Efficacy Terrell M. Peace: Huntington University Chapter 9: On the Culture of Collaboration: A Tool for Teacher Self-Efficacy Jennifer Beasley: University of Arkansas Fayetteville Chapter 10: The Practical Implications of Teacher Self-Efficacy on Collegiality, Collective Efficacy, and Student Achievement Molly Funk: Core School Solutions, LLC Final Thoughts Appendix About the Authors
Freddie A. Bowles is a professor of teacher education at the University of Arkansas and director of the Master of Arts in Teaching Secondary Education program. She is a board member of the Association of Teacher Educators and is active in the American Council on the Teaching of Foreign Languages. Cathy J. Pearman is a professor and department head in Reading Foundations and Technology at Missouri State University. Her research focus is on the self-efficacy of educators and teacher candidates and linking this topic to a conceptual model regarding the resiliency of people undergoing change. This interest co-exists with her long-term research agenda of exploring effects of technology on literacy skill development and comprehension. She is a board member of the Association of Teacher Educators and is active in the American Educational Research Association and the International Reading Association.
In the book, "Self-Efficacy in Action: Tales from the Classroom," the editors, Bowles and Pearman provide a comprehensive overview of the role of self-efficacy in the classroom and the relationship to the teacher. The ten chapters are well organized and provide the reader with vignettes and learning scenarios related to classroom situations. Bowles and Pearman connect Interstate Teacher Assessment and Support Consortium (InTASC) standards to the discussion of self-efficacy. This is a prominent and long overdue alignment for those in the teaching and assessment field. The chapter authors provide specific situations that are practical, useful, and significant for teachers and administers who want to know and understand the impact of self-efficacy in the classroom and any environment that deals with learning or the change process. -- James Sottile, Associate Dean and Professor- Missouri State Univerity