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CRADLE summer conference

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Welcome CRADLE summer conference Using lesson observations to promote teacher self-efficacy Presented by Terry Pearson 17 June 2015 Activity 1 How meaningful to ... – PowerPoint PPT presentation

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Title: CRADLE summer conference


1
Welcome
  • CRADLE summer conference
  • Using lesson observations to promote teacher
    self-efficacy
  • Presented by Terry Pearson 17 June 2015

2
Activity 1
  • How meaningful to teachers are current systems
    of lesson observation?

3
Key recommendations
  • There is a need to explore alternative approaches
    to the current, dominant model of graded lesson
    observation. (UCU)
  • Making appraisal and feedback meaningful is
    especially important for teachers feelings of
    self-efficacy and job satisfaction in England.
    (OECD)

4
Session agenda
  • Begin with a self-efficacy exercise
  • Discuss key research findings about how teacher
    self-efficacy is related to teacher and student
    performance in the classroom
  • Identify key aspects of teacher self-efficacy
    from two short teaching conversations
  • Explore how lesson observation can contribute to
    staff development programmes designed to promote
    teacher self-efficacy in the classroom
  • Evaluate our own sense of self efficacy in
    relation to the self-efficacy exercise

5
Activity 2
  • To what extent do I anticipate I will respond
    positively to a challenging task?

6
Self-efficacy
  • Self-efficacy is a means of determining the
    extent to which a person will respond positively
    in challenging circumstances
  • their willingness to try
  • how much effort they apply
  • how long they will persist
  • Bandura (1977)

7
SE and performance
  • An early meta-analysis of studies of the
    relationship between self-efficacy and work
    related performance confirmed that significant
    increases in performance can be due to high
    self-efficacy
  • (Stajkovic and Luthans, 1998).

8
SE and teacher performance
  • Teachers with a sense of high self-efficacy in
    the classroom are
  • more open to new ideas and willing to experiment
    with new methods
  • better planned, more organised
  • more likely to work longer with students who are
    struggling
  • less critical of students when they make errors

9
TSE and student performance
  • Generally most studies show a significantly
    strong positive relationship between teachers
    sense of efficacy in the classroom and student
    performance
  • Including academic achievement when it is
    aggregated at the school level

10
TSE and student performance
  • Considerable evidence to show that teacher
    self-efficacy is also linked to students'
    performance in aspects other than academic
    achievement
  • enhanced student motivation
  • increased self-esteem
  • improved self-direction
  • more positive attitudes toward school

11
Two key considerations
  • Teacher self-efficacy is both task and context
    dependent
  • Teachers may believe they are more capable of
    succeeding with some groups of students than
    others
  • Teachers may have a higher sense of self-efficacy
    about one aspect of their teaching compared to
    another

12
Another key consideration
  • Teachers tend to feel more capable in a setting
    which is rich in leadership and peer support or
    teaching resources than in an organisation where
    less human and physical assets are available

13
Teacher SE in the classroom
  • A teachers sense of efficacy is made up of two
    distinct but interrelated components teaching
    efficacy and personal efficacy
  • (Ashton et. al., 1982)

14
Activity 3
  • Identifying the components of teacher
    self-efficacy

15
Teacher A
Teaching efficacy Personal efficacy
I strongly believe that students under 16 years of age ARE NOT ready for studying in FE colleges I firmly believe that I AM very capable of engaging my students in their learning
Expected Outcome Expected Outcome
I believe the students I teach who are under 16 years of age will make limited progress in college I believe the students I teach who are under 16 years of age will make limited progress in college
16
Teacher B
Teaching efficacy Personal efficacy
I strongly believe that students under 16 years of age ARE ready for studying in FE colleges I firmly believe that I AM NOT very capable of engaging my students in their learning
Expected Outcome Expected Outcome
I believe the students I teach who are under 16 years of age will make limited progress in college I believe the students I teach who are under 16 years of age will make limited progress in college
17
Promoting self-efficacy
  • Bandura proposed that expectations of
    self-efficacy are based on four sources of
    information
  • performance accomplishments
  • vicarious experience
  • verbal persuasion
  • physiological states

18
Activity 4
  • Designing a programme for developing teacher
    self-efficacy in the classroom

19
New approaches
  • Move away from the dominant model of using lesson
    observation to IDENTIFY staff development needs
    and judge quality and performance
  • Move towards an eclectic approach which uses
    lesson observation to ADDRESS staff development
    needs and enhance quality and performance

20
New possibilities
  • The vast majority of teachers say that lesson
    observations had helped them to improve as
    classroom practitioners
  • Compared with other countries, in England,
    significantly more teachers report that the
    feedback they received led to positive changes in
    their teaching practices

21
Close
  • Thank you
  • Have a safe journey home
  • terrypearsonltd_at_gmail.com

22
References
  • Ashton, P.T., Webb, R. B. and Doda, N. (1982). A
    study of teachers sense of self efficacy. Final
    report. Volume I.
  • Bandura, A. (1977). Self-efficacy Toward a
    unifying theory of behavioral change.
    Psychological Review, 84(2), 191-215.
  • OLeary, M. (2013). Developing a National
    Framework for the Effective Use of Lesson
    Observation in Further Education. UCU
  • OECD (2014) New Insights from TALIS 2013.
    Teaching and Learning in Primary and Upper
    Secondary Education. OECD
  • Stajkovic, A. D., Luthans, F. (1988).
    Self-efficacy and work-related performance A
    meta-analysis. Psychological Bulletin, 124(2),
    240-261.
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